^Entber0ttg  of  Jtflontana  Bulletin 


General  Series  Number  1 


rmum  l  JAMEF 


ADDRESSES  DELIVERED 

AT   THE 

INAUGURATION 

OF 

EDWARD  C  ELLIOTT 

AS 
Chancellor  of  the  University  of  Montana 

19  16 


UlYERtlTY  &EJLUH0ti  kilMRY 


OFFICE  OF  THE  CHANCELLOR 

HELENA,     MONTANA 

SEPTEMBER  1916 


The  University  of  Montana 

The  University  of  Montana  is  constituted  under  the  provisions  of 
Chapter  92  of  the  Laws  of  the  Thirteenth  Legislative  Assembly,  approved 
March  14,  1913    (effective  July  1,  1913). 

The  general  control  and  supervision  of  the  University  are  vested  in 
the  State  Board  of  Education.  The  Chancellor  of  the  University  is  the 
chief  executive  officer.  For  each  of  the  component  institutions  there 
is  a  local  executive  board. 


MONTANA  STATE  BOARD  OF  EDUCATION 

S.  V.  Stewart,  Governor Ex-officio,  President 

J.   B.   Poindexter,  Attorney  General   Ex-officio 

H.  A.  Davee,  Supt.  of  Public  Instruction Ex-officio,  Secretary 

S.    D.    Largent (1916)  J.  Bruce  Kremer (1918) 

W.   S.   Hartman (1916)  C.    H    .Hall (1918) 

John    Dietrich    (1917)  Leo   Faust   (1919) 

A.  L.  Stone (1917)  W   .H.   Nye   (1919) 

Edward  C.  Elliott,  Chancellor  of  the  University. 


The   University    comprises    the   following   institutions,    schools,    and 
departments: 

THE  STATE  UNIVERSITY  AT  MISSOULA 

Established   1893,   and  consisting  of 

The  College  of  Arts  and  Sciences     The  School  of  Music 
The  School  of  Law  The  Summer  Session 

The  School  of  Pharmacy  The  Biological  Station   (Flathead 

The  School  of  Forestry  Lake) 

The  School  of  Journalism  The  Extension  Service 

The  Graduate  Department 
Frederick  C.   Scheuch,  Acting  President. 


THE   STATE    COLLEGE  OF  AGRICULTURE 
AND  MECHANIC  ARTS  AT  BOZEMAN 

Established  February  16,  1893,  and  consisting  of 

The  College  of  Agriculture  The  Secondary  Schools 

The  College  of  Engineering  Home  Economics 

The  College  of  Applied  Science  Mechanic  Arts 

The  College  of  Industrial  Arts 

The  School  of  Music  Agriculture 

The  Summer  Session  The  Agricultural  Experiment  Station 

The  Agricultural  Extension  Service 

James  M.  Hamilton,  President. 


THE  STATE  SCHOOL  OF  MINES  AT  BUTTE 

Established  February  17,   1893 
Charles  H.  Bowman,  President. 


THE  STATE  NORMAL  COLLEGE  AT  DILLON 

Established  February  23,  1893,  and  consisting  of 

The  Two-Years  Elementary  Course  The  Three-Years  Course 

The  Four-Years  Course 

Joseph   E.  Monroe,  President. 


{Enfoersttg  of  i$lontana  Bulletin 

General  Series  Number  1 


sawvr  t  ammi 


ADDRESSES  DELIVERED 

AT   THE 

INAUGURATION 

OF 

EDWARD  C  ELLIOTT 

AS 
Chancellor  of  the  University  of  Montana 

19  16 


OFFICE  OF  THE  CHANCELLOR 

HELENA,    MONTANA 
SEPTEMBER  1916 


PREFATORY. 

The  office  of  Chancellor  of  the  University  of  Montana 
was  created  by  Chapter  92  of  the  laws  of  the  Thirteenth 
Legislative  Assembly,  (March  14,  1913),  which  constituted 
the  University  of  Montana,  comprising  the  four  component 
institutions,— the  State  University,  at  Missoula,  the  State 
College  of  Agriculture  and  Mechanic  Arts,  at  Bozeman,  the 
State  School  of  Mines,  at  Butte,  and  the  State  Normal  Col- 
lege, at  Dillon. 

The  State  Board  of  Education,  at  its  meeting  October 
11th,  1915,  elected  Edward  C.  Elliott  of  the  University  of 
Wisconsin  as  Chancellor  of  the  University.  The  Chancellor 
assumed  his  duties  February  1st,  1916.  In  accordance  with 
a  resolution  of  the  State  Board  of  Education,  the  formal 
installation  of  the  Chancellor  took  place  in  connection  with 
the  commencement  exercises  at  the  different  University 
institutions. 

The  exercises  began  at  Dillon,  May  30th,  1916,  where 
Mr.  A.  L.  Stone  of  the  State  Board  of  Education  entertained 
the  Chancellor  and  the  members  of  the  State  Board  of  Educa- 
tion, as  well  as  the  faculty  and  officials  of  the  Normal  Col- 
lege, at  a  banquet  at  the  College,  served  under  the  direction 
of  the  department  of  domestic  economy.  This  was  followed 
with  a  public  reception  at  the  gymnasium  of  the  Beaver- 
head County  High  School.  May  31st,  at  9:30  a.  m.  the  in- 
augural ceremonies  were  held  in  connection  with  the  com- 
mencement exercises,  and  the  addresses  printed  herein  were 
delivered. 

At  Butte  June  1st,  the  State  Board  of  Education  and 
the  presidents  of  the  component  institutions,  with  the  Chan- 
cellor, visited  the  State  School  of  Mines,  and  at  noon  were 
entertained  at  luncheon  by  the  Butte  Rotary  Club.  In  the 
evening  the  alumni  of  the  State  School  of  Mines  held  their 
annual  reunion  and  banquet  at  the  Silver  Bow  Club.  On  this 
occasion  Governor  Stewart,  President  Scheuch,  President 
Hamilton,  Attorney  General  Poindexter,  State  Superintendent 
Davee,  and  Mr.  Oscar  Rohn  of  the  Executive  Board  made 
informal  remarks,  and  the  addresses  of  the  Chancellor  and 
President  Bowman  were  delivered  as  printed. 

At  Bozeman  June  3rd,  the  visiting  presidents  gave  in- 
formal talks   at  the   commencement   exercises   of   the   State 


4  INAUGURATION  ADDRESSES 

<3$lfcge'of  Agriculture  and  Mechanic  Arts,  and  the  inaugural 
addresses  followed  as  presented  herewith. 

The  ceremonies  were  concluded  at  Missoula,  June  8th, 
at  the  commencement  of  the  State  University.  The  visiting 
presidents  conveyed  the  greetings  of  the  other  component 
institutions  of  the  University  of  Montana,  and  the  formal 
addresses  were  delivered  as  printed  herein 

The  inaugural  address  of  the  Chancellor  was  published 
in  "School  and  Society"  for  June  24,  1916.  Frequent  calls 
for  copies  from  different  sections  of  the  state  have  prompted 
the  preparation  of  this  bulletin,  containing  all  the  addresses. 


UNIVERSITY   OF   MONTANA     *      /* 


^h 


ormal 


Address   of   President   J.    E.    Monroe   of   the    State    Normal 

College,    at    Dillon   in   the   Normal    College 

Auditorium,   May  31,   1916. 


Governor  Stewart,  Members  of  the  State  Board  of 
Education,  Chancellor  Elliott,  Class  of  Nineteen  Hun- 
dred Sixteen  and  Friends: 

Those  who  are  particularly  interested  in  this  institu- 
tion, its  mission,  and  its  developement  have  met  here  before 
on  occasions  similar  to  this,  and  some  in  this  audience  have 
attended  every  one  of  these  nineteen  commencement  ex- 
ercises. Yet  today  there  is  introduced  into  our  celebration 
of  a  completed  course  of  instruction  and  training  in  the 
profession  of  teaching  for  the  class  of  this  year,  a  feature 
which  marks  the  beginning  of  a  new  era  in  the  history  of 
this  institution. 

As  citizens  of  a  great  state,  you,  the  friends  of  education 
and  of  this  institution,  have  gathered  here  to  witness  and  to 
have  a  part  in  the  beginning  of  a  new  order  of  affairs.  The 
Montana  State  Normal  College  enters  into  a  new  relationship 
to  the  other  educational  institutions  of  the  state,  a 
relationship— we  all  hope, —  in  which  it  will  be  enabled  to 
do  more  readily,  effectively,  and  thoroughly  the  great  work 
for  which  it  was  established, —  that  of  preparing  teachers 
for  responsible  direction  of  the  public  schools  of  the  state. 

Your  presence  is  an  earnest  of  your  interest  and,  I  be- 
lieve, a  promise  of  your  hearty  cooperation  in  so  far  as  it  is 
possible  for  you  to  extend  it.  May  it  make  effective  the 
plan  which  is  now  being  put  into  operation,  that  of  com- 
bining the  state  educational  institutions  into  one  greater 
University  of  Montana,  each  with  its  work  distinctive  in 
character,  but  all  combined  for  one  great  purpose!  May  it 
bring  to  the  young  people  of  the  state  the  widest  and  best, 
opportunities  for  educational  advancement,  and  to  the  sup- 
porters of  education  the  greatest  possible  return  for  the 
investment  which  they  have  made ! 

To  lend  authority,  added  dignity,  and  encouragement 
to  this  day's  exercises,  busy  men  have  left  affairs  of  state 
and  the  various  lines  of  work  in  which  they  are  engaged, 
to  meet  with  us  and  to  contribute  to  this  auspicious  event. 
We    are    honored    with    the    presence    of    the    Governor,    as 


6  INAUGURATION  ADDRESSES 

president  of  the  State  Board  of  Education,  the  State  Super- 
intendent of  Public  Instruction,  the  Attorney  General,  and 
four  other  members,  constituting  in  all  a  majority  of  that 
Board,  the  members  of  the  local  Executive  Board  of  the 
Normal  College,  the  presidents  of  two  of  the  other  units 
of  the  University,  and  a  former  president  of  this  institution. 
All  these  have  come  to  have  part  in  the  inauguration  of 
him  who  has  been  chosen  as  the  chief  executive  officer  of 
this  greater  educational  institution,  Dr.  Edward  C.  Elliott, 
Chancellor  of  the  University     of  Montana. 

For  this  purpose  a  part  of  this  day  which,  under 
ordinary  circumstances,  would  be  dedicated  wholly  to  the 
class  of  the  year,  has  been  set  apart  for  the  public  presenta- 
tion of  this  new  plan  for  the  management  of  the  educational 
institutions  of  the  state,  the  induction  into  office  of  him  to 
whom  the  direction  of  the  plan  has  been  assigned,  and 
his  introduction  to  the  people.  Many  years  ago,  in  speaking 
of  their  future,  an  old  seer  held  out  to  a  regenerating  nation 
the  bright  promise  that"Your  old  men  shall  see  visions  and 
your  young  men  shall  dream  dreams'',  and  a  wise  man  of 
olden  time  has  also  said,  "Where  there  is  no  vision,  the 
people  perish".  But  the  eyes  of  those  who  are  interested  in 
the  welfare  of  the  people  and  educational  institutions  of 
our  great  state  have  beheld  a  vision, — a  vision  of  our  educa- 
tional affairs  conducted  for  one  purpose,  the  advancement 
of  our  people  in  those  things  which  contribute  to  true 
enjoyment  and  usefulness  in  life;  a  vision  of  our  educational 
institutions  working  in  cooperation,  each  in  its  own  field 
ministering  to  the  educational  needs  of  the  people;  a  vision 
of  the  conservation  of  educational  forces  and  the  application 
of  those  forces  to  the  one  great  end,the  uplift  of  our  people 
and  their  advancement  intellectually,  morally,  and  spiritually ; 
— a  vision  of  a  great  institution  calling  to  our  people  to  come 
to  it  that  it  may  assist  them  in  their  efforts  for  advance- 
ment, lead  them  in  progressive  action,  and  attend  their 
movements  with  the  critical  yet  sympathetic  interest  that 
assures  them  of  its  earnest  endeavor  to  fulfill  the  require- 
ments for  which  it  was  commissioned.  That  this  vision  may 
prove  to  be  prophetic  of  results,  is  our  wish. 

From  its  beginning  this  institution  has  devoted  its  ef- 
forts to  the  preparation  of  teachers,  that  they  may  train 
children  to  become  good  citizens.     It  will  be  its  pleasure  now, 


UNIVERSITY   OP   MONTANA  7 

as  well  as  its  duty  and  privilege,  to  unite  its  efforts,  in  co- 
operation with  the  other  units  of  the  university,  for  the 
effective  teaching  and  presentation  to  the  people  of  that 
which  is  best  and  most  worth  while. 

Those  who  have  gone  out  from  here  still  remember  the 
institution  as  it  was  when  they  were  here,  and  with  the 
interest  they  have  shown  in  the  past  they  may  be  counted 
upon  to  contribute  their  efforts  freely  and  devotedly  to 
bring  about  the  success  of  this  movement  for  cooperation 
and  unification, 

It  appears  to  be  appropriate  that  the  exercises  which 
bring  to  the  public  the  formal  announcement  of  this  plan  of 
union  of  these  four  institutions,  the  State  University,  the 
State  College  of  Agriculture  and  Mechanic  Arts,  the  State 
School  of  Mines,  and  the  State  Normal  College,  into  one  in- 
stitution,— the  University  of  Montana,  and  commence  in  a 
public  way  the  exercises  which  are  to  induct  into  office  the 
Chancellor  of  the  University,  should  begin  here.  Here  the 
interests  are  and  have  been  centered  upon  the  proper  begin- 
ning of  educational  work.  This  movement,  fraught  with  the 
greatest  possibilities  and  the  strongest  probabilities  for 
success  and  good  of  any  yet  undertaken  in  the  field  of  higher 
education  in  this  state,  could  not  have  its  inception  amid 
more  fitting  surroundings.  We  believe  the  plan  is  right. 
We  have  faith  in  its  promise.  We  shall  consecrate  our 
efforts  to  its  service.  We  shall  devote  our  energies  to  its 
success. 

Governor  Stewart,  in  expressing  to  you  our  pleasure  and 
appreciation  of  your  presence  with  us  today,  it  is  also  my 
pleasing  duty  and  privilege  to  extend  to  you  the  promise  of 
the  most  earnest  and  effective  support  which  this  institu- 
tion, its  officers,  its  faculty,  its  student  body,  and  its  alumni 
can  give.  We  desire  the  fullest  measure  of  success  for  this 
plan  which  you,  as  Governor  and  president  of  the  State 
Board  of  Education,  have  been  so  largely  instrumental  in 
bringing  about.  We  welcome  you  among  us,  pleased  at  the 
opportunity  of  expressing  to  you  personally  our  determina- 
tion to  work  with  zeal  and  all  the  energy  we  can  summon, 
for  the  successful  issue  of  this  plan.  We  believe  we  can  con- 
tribute something  worth  while  to  this  end;  to  this  office  we 
dedicate  our  best  efforts. 


8  INAUGURATION  ADDRESSES 

To  Chancellor  Elliott,  coming  among  us  as  you  do,  a 
stranger  to  the  greater  number  of  those  here,  it  is  my 
pleasant  duty  to  bid  welcome,  and  assure  you  first  of  the 
hospitality  of  the  people  of  this  great  commonwealth  in 
welcoming  you  as  one  of  its  citizens,  of  the  earnest  desire  of 
the  educational  interests  of  this  state  to  contribute  in  effort 
and  sympathy  to  the  success  of  this  movement  which  has 
called  you  to  take  charge  of  the  responsible  office  in  which 
you  are  now  to  be  publicly  installed.  Finally,  to  speak  for 
this  institution,  it  is  a  pleasure  to  pledge  you  its  support  and 
loyalty  in  every  undertaking  where  it  can  contribute  to  the 
success  of  the  University  of  Montana  whose  chief  executive 
you  now  become. 

In  words  we  pledge  our  support;  in  deeds  we  shall  re- 
deem this  pledge;  and  with  the  confidence  born  of  certain 
knowledge  whereof  I  speak,  I  assure  you  that  this  commun- 
ity, this  institution,  its  officers,  faculty,  students,  and* 
alumni  will  give  you  unreservedly,  loyally,  and  enthusiastical- 
ly all  the  support  it  can  give,  firm  in  the  belief  that  the 
uniting  of  the  state  institutions  into  a  greater  university, 
the  creation  of  the  office  which  you  now  hold,  and  your  own 
equipment  for  such  a  position  give  the  fullest  promise  for 
the  success  which  we  all  desire  and  for  which  we  earnestly 
hope. 

Having  presented  to  you,  Governor  Stewart,  in  the 
presence  of  this  assemblage  of  officers  of  control,  faculty  of 
this  institution,  alumni,  students  and  citizens  of  this  com- 
munity, the  pledge  of  support  of  this  institution  to  this 
movement,  I  now  place  in  your  charge  the  matter  of  con- 
ducting the  further  exercises  of  this  inaugural  ceremony. 
It  is  unnecessary  to  introduce  you  *to  this  audience,  for  to  the 
greater  number  of  them  you  have  been  known  as  a  friend 
and  neighbor  for  years.  Nevertheless,  in  conformity  with 
common  practice  on  public  occasions,  I  have  pleasure  in 
presenting  to  you,  ladies  and  gentlemen,  our  Governor, 
president  of  the  State  Board  of  Education,  the  Honorable 
Samuel  V.  Stewart. 


UNIVERSITY   OP  MONTANA  9 

Address   of   Governor   S.   V.   Stewart   at    the    State   Normal 
College  at  Dillon,  May  31,  1916. 


It  seems  entirely  appropriate  that  at  the  threshold  of 
the  series  of  ceremonies  that  will  mark  the  formal  trans- 
formation of  Montana's  higher  educational  system  we 
should  gather  within  the  walls  of  the  State  Normal  College. 
Here  for  the  past  quarter  century  the  staff  of  the  institution 
has  been  devoting  every  energy  to  the  admirable  work  of 
training  and  fitting  Montana  women  and  men  to  occupy 
the  responsible  relation  of  teacher  to  the  youth  of  our  state. 
In  the  very  nature  of  things,  because  of  our  newness  as  a 
state,  it  has  always  been  impossible  for  the  supply  of  Montana 
teachers  for  Montana  schools  to  equal  the  demand.  But 
from  year  to  year  the  "Normal"  has  gone  on  giving  out 
its  graduating  classes  until  now  we  find  a  much  larger  pro- 
portion of  our  schools  under  the  tutelage  of  Montana-born 
and  Montana-taught  teachers. 

Let  it  not  be  inferred  that  we  have  aught  against  the 
imported  teacher.  On  the  contrary,  we  owe  him  or  her  a 
very  great  deal,  and  it  is  a  pleasure  thus  to  make  public 
acknowledgment  of  the  fact.  But  we  may  be  pardoned  for 
harboring  the  "Montana  first"  idea  in  this  as  in  other  things 
that  contribute  to  the  life  of  our  state.  We  should  not  wish 
the  day  to  come  when  out  of  our  provincialism,  out  of  our 
clannishness,  we  should  fill  every  post  in  our  educational 
institutions  with  "home  talent".  But  it  is  entirely  permis- 
sible and  laudable  for  us  to  hope  for  the  day  when  the  insti- 
tutions of  our  own  state  will  give  back  to  us  men  and 
women  to  fill  a  very  large  proportion  of  our  own  teacher- 
ships — men  and  women  as  well  equipped  and  as  deeply  in- 
spired and  as  sincerely  consecreated  to  their  work  as  are 
those  who  have  come  to  us  from  other  states. 

Montana  is  essentially  western  in  one  thing:  it  is  not 
afraid  to  reach  out  and  adopt  and  adapt  to  its  own  needs 
any  system  that  promises  improvement,  that  promises  to 
bring  the  state  nearer  the  goal  of  its  aspirations.  It  does  not 
require  years  of  discussion  and  pondering  and  weighing  of 
propositions.  And  so  it  has  come  about  that  a  change  in 
our  system  of  higher  education  was  determined  upon.  It 
was  decided  that  instead  of  maintaining  the  four  institutions 


10  INAUGURATION  ADDRESSES 

of  higher  education  in  Montana  as  segregated  colleges,  they 
should  be  brought  together  as  a  unified  institution,  each 
being  made  a  closely  related  part  of  one  great  University 
of  Montana — each,  while  being  physically  a  separate  insti- 
tution, performing  its  own  particular  function  in  the  broader 
scheme.  The  plan  is  in  a  sense  a  revolution  in  our  educa- 
tional system,  and  yet  it  is  confidently  believed  that  out  of 
it  will  come  great  things  for  the  cause  that  is  so  dear  to  the 
hearts  of  all  who  are  charged  with  the  administration  of 
educational .  affairs  in  Montana. 

When  a  conclusion  was  reached  as  to  the  wisdom  of 
the  new  order  of  things,  the  next  and  most  important  step 
was  the  selection  of  a  man  to  whom  the  state  might  entrust 
the  inspiring  but  none  the  less  arduous  task  of  making  the 
plan  effective.  From  a  large  field  of  candidates,  many  of 
them  men  of  the  highest  rank  in  the  profession  of  education 
in  the  United  States,  was  chosen  the  man  whose  inauguration 
we  have  met  today  to  effect.  He  comes  to  us  with  the 
recommendation  of  an  admirable  training,  a  ripe  experience, 
and  a  deep  inspiration  for  the  duty  before  him;  and  the 
work  he  has  performed  in  the  few  months  that  have  passed 
since  he  has  assumed  office  has '  served  more  than  ever  to 
convince  those  who  selected  him  that  he  is  essentially  the 
right  man  in  the  right  place. 

It  affords  me  exceeding  pleasure,  Dr.  Elliott,  here  and 
now  formally  to  invest  you  with  the  title  Chancellor  of  the 
University  of  Montana.  That  you  will  wear  it  with  all 
honor  we  have  the  fullest  confidence,  and  that  under  your 
control  our  system  of  higher  education  will  expand  and  achieve 
proportions  gratifying  alike  to  yourself  and  to  the  people  of 
the  state  we  are  equally  confident.  In  every  effort  that 
promises  betterment  in  the  work  of  the  institution  you  may 
be  sure  of  the  loyal  support  of  the  State  Board  of  Education, 
and  in  response  to  every  step  of  advancement  you  are  sure 
to  have  the  approval  of  the  people  of  Montana,  who  have 
ever  been  most  generous  in  awarding  credit  to  those  deserv- 
ing it.  We  welcome  you  to  the  work  you  have  undertaken. 
It  is  in  a  sense  a  tremendous  task,  but  it  is  for  that  reason 
the  more  appealing  and  inspiring.  We  believe  in  you,  and 
we  expect  great  things  of  you. 

Ladies  and  gentlemen,  permit  me  to  present  Dr.  Edward 
C.  Elliott,  Chancellor  of  the  University  of  Montana. 


UNIVERSITY   OF   MONTANA  11 


Address  of  Mr.  A.  L.  Stone,  of  the  State  Board  of  Education 
at  the  State  Normal  College  at  Dillon,  May  31,  1916. 


Ladies  and  Gentlemen: 

Have  you  noticed  today's  program?  You  will  observe 
that  three  speakers  precede  me  and  that  there  are  three  to 
follow.  This  is  the  intermezzo,  the  place  where  the  gentle- 
men take  their  hats  and  file  out  to  get  a  breath  of  fresh  air 
or  to  see  a  man, — where  the  musicians  filter  through  a 
hole  in  the  floor,  and  the  ladies,  after  taking  a  look  over  the 
audience  to  see  who  is  there,  fall  into  graceful  poses  and 
commence  talking  with  their  neighbors.  The  curtain  is 
down.  The  foot-lights  are  out.  The  soothing  hum  of 
subdued  voices  begins.     It  is  the  period  of  relaxation. 

It  is  not  given  to  us  whose  time  and  thoughts  are 
engrossed  with  the  practical,  the  sordid  things  of  life  to  be 
good  platform  speakers.  Our  business  calls  upon  us  daily  to 
clip  the  wings  of  imagination  and  discount  the  visions  of  a 
golden  future.  In  course  of  time  the  habit  of  thought  be- 
comes fixed.  Our  Pegasus  degenerates  to  a  plow-horse, 
practical  but  not  interesting.  It  is  natural  and  easy  for 
those  who  are  entrusted  with  affairs  of  state,  whose  reading 
and  study  are  upon  the  policy  pursued  by  rulers,  law-givers, 
and  statesman  of  the  past,  and  whose  associates  are  the 
executives  and  legislators  of  our  present  day,  to  address  you. 
It  is  easy  for  those  who  daily  commune  with  the  ancient 
poets  and  sages,  and  who  keep  in  touch  with  to-day's  investi- 
gation and  education,  to  talk  in  an  interesting  way.  Both  of 
them  have  a  message  to  deliver  to  you.  Their  minds  are 
filled  with  the  subject,  and  they  present  it  with  a  wealth  of 
description  and  illustration  and  anecdote  that  holds  you 
charmed  while  you  are  instructed.  I  appreciate  what  they 
say,  just  as  you  do.  Sometimes  I  wish  I  could  do  with  diff- 
culty  what  they  do  so  easily.  But  this  is  impossible.  I 
would  only  be  working  you.  I  must  play  upon  your  emotions 
and  fancy  while  driving  the  truth  home.  Play — spontaneous, 
bright,  and  free,  the  delight  of  both  the  performer  and  the 
observer.  The  mixture  of  genius  and  imagination  with 
the  act  performed.  Not  a  task  nor  a  duty,  but  an  ebullition  of 
the  soul  too  full  to  longer  contain  its  song.  But  what  a  dif- 
ference between  appreciating  a  work  of  art  and  reproducing 


12  INAUGURATION  ADDRESSES 

it!  It  is  the  difference  between  absorbing  sunshine  and  radi- 
ating it.  I  can  listen  to  a  Kubelik  and  charmed  with  the 
music,  marvel  at  the  celerity  and  ease  with  which  he  brings 
out  the  sinuous  melody.  I  can  listen  to  Paderewski  and, 
overcome  with  the  ponderous  harmony,  be  submerged  with 
the  music.  I  can  hear  Melba  and  be  carried  away  by  the> 
sweetness  of  the  song  until  I  forget  the  surroundings  and 
the  singer  and,  enthralled  and  entranced,  leave  the  strain 
still  ringing  in  my  ears  and  the  motif  haunting  my  memory — 
and  I  would  reproduce  to  you  that  you  might  feel  what  I 
have  felt,  but  I  pause.  Before  me  rises  a  vision  of  these 
lovely  misses  and  gentle  dames  gathering  their  wraps  about 
them  and,  with  all  the  speed  compatible  with  dignity  and  de- 
corum, moving  out  to  join  the  men  as  soon  as  my  song  begins. 
But  the  men  are  returning  and  replacing  their  hats 
beneath  the  seats.  One  by  one  the  musicians  are  bubbling 
up  from  somewhere  below  and  taking  their  positions  in  the 
orchestra.  In  a  moment  the  foot-lights  will  reappear,  the 
curtain  will  rise  and  the  stars  will  again  take  their  places 
upon  the  stage.  The  eight  minutes  have  expired,  the  inter- 
mezzo is  ended. 


UNIVERSITY   OF   MONTANA  13 


Address  of  President  J.  M.  Hamilton,   of  the  State  College 
of  Agriculture  and  Mechanic  Arts,  at  Dillon,  May  31,  1916. 


It  is  a  great  privilege  to  participate  in  the  greatest 
event  in  the  history  of  the  Normal  College  since  the  day  it 
opened  its  doors  for  the  admission  of  students.  I  bring  greet- 
ings of  good  will  and  the  assurance  of  hearty,  helpful  co- 
operation from  the  College  of  Agriculture  and  Mechanic  Arts. 
To-day  marks  the  opening  of  a  new  era  for  higher  education 
in  Montana.  These  exercises  mean  the  consummation  of  a 
plan  which  promises  harmony,  unity,  economy,  and  efficiency. 
We  rejoice  With  you  in  a  prospect  so  full  of  hope,  so  satur- 
ated with  a  good  spirit,  so  big  with  opportunity  for  service. 
All  of  us  need  to  take  a  state-wide  view  of  higher  education, 
to  rise  above  petty  local  concerns  and  personal  interests, 
to  focus  our  vision  on  the  young  men  and  women  of  Montana, 
to  value  education  as  a  factor  in  state  building. 

The  faculty  and  students  must  get  this  state-wide  vision. 
It  ought  not  to  be  impossible  to  create  something  of  the  same 
spirit  and  feeling  among  friends  in  the  divisions  of  an 
institution  miles  apart  as  exists  among  the  departments 
which  are  yards  apart.  Their  campuses  must  expand  until 
they  touch  one  another  and  become  co-extensive  with  the 
boundaries  of  the  state.  The  alumni  must  be  so  welded  into 
one  association  that  any  one  of  them  can  grasp  the  hand  of  a 
graduate  from  any  of  the  four  institutions  with  real  frater- 
nal affection. 

The  local  communities  must  come  to  realize  that  the 
citizens  throughout  the  state  care  nothing  for  their  petty 
jealousies  and  selfish  interests.  They  too  must  learn  to 
view  higher  education  from  the  standpoint  of  the  city  folk 
and  those  in  the  open  country,  from  the  angle  of  the  farmer, 
and  the  merchant,  from  the  outlook  of  the  young  men  and 
women  on  the  broad  prairies  and  among  the  mountains. 

With  a  united  board  of  education  and  an  experienced 
expert  in  the  person  of  the  Chancellor  to  lead,  nothing  is 
impossible.  There  is  no  reason  why  Montana  shall  not  have 
a  great  university,  as  large  in  proportion  to  wealth  and 
population,  as  high  in  standards  as  any  state  in  this  Union. 
The  leadership  of  the  university  must  and  will  be  made 
dominant   and    effective    in    every   line    of   effort   necessary 


14  INAUGURATION  ADDRESSES 

to  the  development  of  our  resources  and  citizenship.  I  am 
here  to  pledge  the  faculty  and  students,  the  alumni  and  the 
community  where  the  institution  which  I  have  the  honor  to 
represent  is  located,  to  the  early  and  complete  consummation 
of  the  ideals  of  the  greater  University  of  Montana  so  ably 
and  so  eloquently  set  forth  by  the  Governor  of  our  state  and 
the  Chancellor  of  the  University. 


UNIVERSITY   OP   MONTANA  15 

*  Address  of  President  C.  H.  Bowman  of  the  State  School 
of  Mines  at   Butte,   June   1,   1916. 


It  is  my  pleasant  privilege  to  respond  for  the  School  of 
Mines  to  the  addresses  of  Governor  Stewart  and  Chancellor 
Elliott.  The  School  of  Mines  extends  to  you,  Chancellor  Elli- 
ott, a  cordial  hand.  We  approve  of  the  ideals  which  pre- 
meate  your  address.  Coming  from  one  who  is  to  assume 
control  we  may  expect  these  ideals  to  be  an  ever  present 
influence  for  good  throughout  our  community. 

The  School  of  Mines  is  one  of  the  departments  of  the 
University  of  Montana  which  comes  in  close  contact  with  the 
work-a-day  world,  and  so  it  is  from  a  very  material  stand- 
point that  we  recognize  a  field  of  activity  for  the  Chancellor 
and  from  this  standpoint  as  well  we  bid  him  welcome.  Among 
other  things,  the  remarks  which  have  been  set  forth  con- 
cerning system  and  unity  of  purpose  in  our  institutions  of 
higher  learning  find  a  responsive  ear  with  us.  Some  of  our 
institutions  have  at  times  crossed  interests  and  found  them- 
selves competitors,  and  needless  to  say  this  condition  has 
resulted  from  proceeding  with  honest  intent  upon  being 
useful,  but  without  the  broad  perspective  which  is  possible 
only  to  one  who  holds  an  impartial  interest  in  all  of  them. 
It  is  true  that  these  crossed  interests  and  duplications  are 
corrected  ultimately  in  our  present  independent  system,  but 
the  principles  of  efficiency  dictate  that  they  should  never 
have  been  permitted.  The  industrial  organization  provides 
for  this  contingency  by  creating  what  it  chooses  to  call  its 
"planning  department".  In  this  one  function  as  applied  to 
our  institutions  I  am  sure  a  service  can  be  rendered  which 
fully  justifies  the  creation  of  the  office  of  chancellor.  Our 
financial  interests  meet  in  common  before  our  legislature, 
and  to  this  body  the  chancellor  can  impartially  represent  us. 
The  services  each  institution  renders  the  state  can  be  proper- 
ly set  forth,  and  definite  advise  can  be  obtained  in  regard  to 
the  work  each  should  do.  By  creating  the  office  of  chan- 
cellor the  executive  line  is  completed,  there  can  be  no  mis- 
management without  fixing  the  responsibility,  there  can  be  no 
lack  of  cooperation  unless  someone  goes  astray  in  following 
instructions.  These  are  some  of  the  items  which  constitute 
the  dividends  arising  from  the  financial  investment.  So  this 
*The  other  addresses  at  Butte  were  extemporaneous. 


16  INAUGURATION  ADDRESSES 

move  in  the  interest  of  the  state  has  the  good  will  and 
promise  for  cooperation  from  the  faculty  and  students  and 
patrons  of  the  School  of  Mines,  and  we  wish  our  new  chan- 
cellor success  and  the  pleasure  and  contentment  which  result 
from  doing  well. 


UNIVERSITY   OF  MONTANA  17 


Address  of  President  J.  M.  Hamilton,  of  the  State  College 

of  Agriculture  and  Mechanic  Arts,  at 

Bozeman,  June  3,  1916. 


It  is  a  great  pleasure  to  welcome  to  Bozeman  and  to  the 
College  to-day,  the  State  Board  of  Education,  the  Chancellor  of 
the  University  of  Montana,  and  the  presidents  of  the  sister  in- 
stitutions comprising  that  university.  We  of  this  community 
and  of  this  college  have  freely  decided  to  devote  our  utmost 
efforts  towards  the  achievement  of  the  splendid  ideals  of 
higher  education  now  being  planned  by  the  board  under  the 
direction  of  an  experienced  educational  expert. 

Your  aspirations  are  our  hopes,  and  we  pledge  you  a 
sincere  and  whole-hearted  cooperation.  It  is  our  desire  that 
the  spirit  of  goodfellowship  and  helpfulness  may  grow  and 
expand,  that  unity  of  purpose  and  harmony  of  work  may 
weld  together  in  one  organized  body  all  workers  in  the  field 
of  higher  education.  We  are  ready  to  dedicate  ourselves 
to  this  task  enthusiastically  and  unreservedly,  to  follow  your 
leadership,  to  work  in  the  fields  which  you  mark  out. 

The  field  is  so  broad  and  the  task  is  so  great  that  no 
person  and  no  institution  can  complain  that  there  is  not 
wonderful  opportunity  for  worthy  service.  The  enthusiasm 
and  good  will  shown  by  the  faculty  and  alumni,  the  students 
and  citizens  is  but  an  earnest  of  the  part  they  desire  to 
take  in  this  undertaking,  the  building  of  a  university. 

We  of  Bozeman  and  the  College  shall  not  be  satisfied 
until  we  are  accepted  as  a  vital  and  harmonious  part  of  this 
great  work.  It  is  with  this  spirit  that  we  are  gathered 
to-day  to  welcome  our  guests,  both  official  and  unofficial, 
and  to  hear  you,  Governor  Stewart  and  Chancellor  Elliott, 
unfold  your  plans  and  interpret  your  ideals. 


18  INAUGURATION  ADDRESSES 


Address  of  Governor  Stewart  at  the  State  College  of  Agri- 
culture and  Mechanic  Arts  at  Bozeman, 
June  3,   1916. 


Montana  is  a  young  state;  youthful,  immature,  and 
undeveloped  when  compared  with  most  of  the  states  of  the 
Union. 

Montana  is  a  big  state.  This  is  easily  demonstrable  by 
reference  to  any  standard  map,  by  a  comprehension  of  the 
length  of  our  boundary  lines,  and  by  a  realization  of  the 
comparative  vastness  of  our  area,  where,  as  the  poet  has 
sung/The  Great  White  Way  is  milky  and  there's  lots  of 
breathing  space". 

Montana  is  a  rich  state,  rich  in  potential  wealth;  rich  in 
the  life-giving  elements  of  plant  nurture;  rich  in  the  trea- 
sures of  mineral  wealth  daily  uncovered  for  the  use  of  man, 
and  rich  beyond  compare  in  the  undiscovered  treasures  of 
precious  metal  lying  deep  beneath  the  towering  peaks  of 
our  majestic  mountain  ranges. 

Finally,  Montana  is  a  great  state,  made  great  not  by 
her  resources  or  her  wealth,  nor  even  by  her  size,  but  mad» 
great  because  of  the  intelligent  activity  of  her  citizenship. 
The  mines  whence  now  millions  are  poured  into  the  marts 
of  trade  might  long  have  remained  places  of  scenic  moun- 
tain beauty;  the  lovely  valleys,  the  undulating  plains  and  the 
fertile  mountain  sides  might  have  continued  to  be  the 
habitat  of  the  wild  animal  or  for  a  long  period  remained 
only  ranges  for  cattle  and  sheep;  the  crystal  streams 
might  ever  have  gurgled  their  way  to  the  far-off  seas  with- 
out suggestion  of  irrigating  ditch  or  hint  of  power  plant 
but  for  the  fact  that  our  men  and  women,  while  intensely 
practical  and  ever  awake,  have  yet  dreamed  dreams;  not 
dreams  that  never  came  true  and  could  never  be  made  to 
come  true,  but  dreams  that  were  glimpses  of  material 
practicality  made  possible  of  realization  by  the  fusing  of 
vision  and  science  in  the  melting  pot  of  industry. 

Montana  men  and  women  are  cosmopolitan.  Few  are 
native  sons.  While  they  have  adopted  the  state  as  their  own 
and  cling  to  it  with  a  loving  tenacity  not  excelled  by  the 
native-born,  yet  it  only  is  fair  to  say  that  a  large  part  of  the 
generation  that  has  done  things   in  Montana  was   educated 


UNIVERSITY   OF   MONTANA  19 

without  the  confines  of  our  state.  While  these  men  have 
brought  something  of  the  strength  of  other  states  and 
countries  to  us,  while  they  have  imparted  to  our  citizenship 
and  our  industries  the  best  from  all  the  world,  while  they 
have  introduced  new  methods  in  education  and  startling 
theories  of  scientific  farming,  new  practices  in  mining  and 
technical  processes  of  treating  ores,  and  while  they  have, 
oft'times  unconsciously,  brought  to  us  and  subtly  instilled 
into  us  the  gentler  elements  of  refinement  so  character- 
istic of  older  communities  on  the  western  continent — in  other 
words,  while  admitting  that  our  teachers,  our  engineers, 
our  scientists  in  agriculture,  electricity,  and  metallurgy,  in 
fact  many  of  our  leading  citizens,  have  come  from  without 
the  state  and  were  edcuated  in  institutions  other  than  our 
own,  we  have  all  come  to  a  realization  that  now  it  is  time 
for  Montana  to  educate  her  own  people.  The  people  of  this 
state  are  awake  to  the  fact  that  Montana  will  have  to  do 
for  the  present  generation  what  was  done  for  the  past  gen- 
eration before  they  left  their  distant  homes  and  cast  their 
lot  among  us. 

A  quarter  of  a  century  ago  the  institutions  of  higher 
education  were  established  in  Montana.  They  have  grown 
and  done  good  work — as  good  work  as  was  possible  under 
the  circumstances.  It  is  not  for  me  to  decry  the  institu- 
tions or  to  belittle  their  most  laudable  efforts  to  turn  out 
men  and  women  prepared  and  capable  to  meet  conditions 
and  cope  with  the  world.  Rather  would  I  give  to  those  who 
have  so  earnestly  struggled  to  build  up  a  system  of  higher 
education  in  our  state  the  highest  praise.  None  the  less 
it  is  true  that  a  very  considerable  portion  of  our  teachers  and 
others  engaged  in  more  or  less  scientific  lines  have  been 
imported.  This  cannot  be  prevented  and  should  not  be 
entirely  obviated.  We  need  new  blood  and  we  crave  and 
welcome  new  ideas ;  but  it  is  profoundly  apparent  that 
Montana  must  do  more  toward  filling  the  demand  for 
teachers  and  workers  in  other  professional  lines. 

To  such  an  accomplishment  the  people  of  Montana  are 
looking.  They  are  not  content  to  follow  in  the  rut  of  ex- 
perience, and  so  with  the  courage  and  the  vision  of  the 
pioneer  they  have  undertaken  to  break  a  new  trail-  in  educa- 
tional fields. 


20  INAUGURATION  ADDRESSES 

This  institution,  the  State  College  of  Agriculture  and 
Mechanic  Arts,  is  no  longer  to  be  a  detached  and  unrelated 
part  of  Montana's  educational  system.  Instead  it  is  to  be 
an  integral  portion  of  the  University  of  Montana.  Where 
we  have  had  four  separate  and  distinct  institutions  of  higher 
education  we  are  now  to  have  one  unified  and  Greater 
University,  a  university  which  we  fondly  hope  and  believe 
will  make. its  influence  felt  throughout  the  state  and  which 
will  give  to  the  young  men  and  women  of  Montana  an  un- 
excelled opportunity  to  fit  themselves  for  life's  duties. 

This  is  the  institution,  Dr.  Elliott,  which  the  people  of 
Montana  give  into  your  keeping,  and  for  them  I  do  now 
formally  invest  you  with  the  title  of  Chancellor  of  the 
University  of  Montana.  This  is  done  in  the  fullest  confidence 
that  in  your  hands  and  through  your  efforts  it  will  achieve 
its  rightful  destiny;  in  the  full  belief'  that  under  your 
adminstration  this  department  of  the  greater  University 
of  Montana  will  in  harmonious  accord  with  the  other  de- 
partments of  the  university  meet  the  neccessities  of  the 
educational  situation  in  Montana  to  which  I  have  alluded ; 
in  the  belief  that  under  your  wise  guidance  more  Montana 
men  and  women  will  be  prepared  for  duty  in  the  state  than 
has  been  possible  in  the  past.  And  in  addressing  yourself 
to  the  task  that  has  come  to  your  hands,  be  assured  that 
you  will  have  the  hearty  support  of  the  State  Board  of 
Education  and  the  best  wishes  of  the  people  of  the  state  at 
large. 

Ladies  and  gentlemen,  I  take  great  pleasure  in  pre- 
senting Dr.  Edward  C.  Elliott,  Chancellor  of  the  University 
of   Montana. 


UNIVERSITY   OF  MONTANA  21 


Address    of    Mr.    W.    S.    Hartman    of    the    State    Board    of 
Education    at    Bozeman,    June    3,    1916 


This  occasion  marks  the  close  of  the  old  era  and  the 
formal  Deginning  of  the  new  era  in  higher  education  in 
the  state  of  Montana.  The  legislature  of  1893  established" 
four  higher  educational  institutions  of  the  state,  at  the 
respective  cities  of  Missoula,  Dillon,  Butte,  and  Bozeman, 
upon  the  theory  that  they  were  and  should  constitute  sepa- 
rate and  distinct  educational  institutions,  distinct  and  separate 
from  each  other  not  only  geographically  but  in  their  acti- 
vities, developments  and  policies.  For  more  than  twenty 
years  the  plan  so  indicated  has  been  pursued  by  the  State 
Board  of  Education  in  the  discharge  of  its  constitutional 
functions  with  reference  to  those  institutions  so  far  as  it  was 
possible  to  do  so. 

Those  of  us  who  have  been  close  to  the  situation  during 
those  years,  and  upon  whose  hearts  and  shoulders  higher 
education  for  the  young  men  and  women  of  Montana  has 
rested  heavily,  have  marked  with  growing  uneasiness  the 
unsatisfactory  operation  of  the  old  plan.  Recognizing  that 
physical  consolidation  was  both  inadvisable  and  impossible, 
we  nevertheless  also  saw  in  the  plan  pursued  waste  of  re- 
sources, inefficiency  in  activities,  and  constant  jealousy, 
friction,  and  unhealthy  rivalry  between  the  various  insti- 
tutions, and  these  undesirable  features  increased  rather  than 
decreased  with  the  passing  of  the  years. 

Out  of  the  concern,  anxiety,  and  thought,  of  those  upon 
whom  devolved  the  constitutional  responsibility  for  the 
control  and  management  of  these  institutions,  some  of  us 
gradually  evolved  new  theories,  saw  visions,  and  dreamed 
dreams.  I  was  one  of  the  dreamers.  It  was  my  privilege, 
some  few  years  ago,  to  deliver  the  Charter  Day  address  at 
the  university  at  Missoula.  Upon  the  occasion,  I  stated  to 
the  audience  that  I  had  a  dream  of  the  time  when  the  four 
institutions  would  be  co-ordinating  and  co-operating  units 
in  the  Greater  University  of  Montana;  when  friction  and  un- 
healthy rivalry  and  foolish  jealousy  would  be  things  of  the 
past,  and  a  really  great  and  efficient  system  of  state  edu- 
cation would  take  the  place  of  the  present  unsatisfactory 
conditions. 


22  INAUGURATION  ADDRESSES 

I  have  continued  to  dream  that  dream,  and  today  I 
behold  the  beginning  of  its  realization.  The  Leighton  or 
chancellor  bill  combines  the  four  institutions  into  the  Uni- 
versity of  Montana.  The  State  Board  of  Education  has 
selected  for  its  chancellor,  a  man  whose  every  action  and 
spoken  word  indicate  that  we  have  made  no  mistake  in  that 
selection. 

A  short  time  ago  the  Federal  Commissioner  of  Educa- 
tion stated  to  an  audience  in  this  place  that  twenty-eight 
other  states  had  our  higher  educational  problem,  and  that 
since  we  had  turned  to  the  chancellor  system,  the  state  of 
Montana  constituted  a  higher  educational  experiment  station, 
and  that  the  eyes  of  educators  in  these  other  twenty-eight 
states  were  turned  upon  Montana,  willing  to  be  convinced  of 
the  success  of  the  Montana  plan  and  turn  to  it,  if  it  should 
realize  our  hopes. 

We  believe  that  the  plan  will  solve  our  problem.  We 
believe  it  is  the  right  plan,  and  that  we  have  chosen  the 
right  man  for  its  execution. 

I  am  glad  to  endorse  heartily  the  suggestion  of  Chan- 
cellor Elliott  in  his  address  that  the  institutions  should  be  so 
financed  that  the  young  men  and  women  resident  in  the 
uttermost  parts  of  the  state  would  not  be  at  any  disadvant- 
age with  those  at  the  doors  of  the  several  institutions  by 
reason  of  their  location,  but  that  the  system  would,  so  to 
speak,  bring  the  University  of  Montana  to  the  doors  of  every 
young  man  and  young  woman  in  the  state.  And  I  heartily  a- 
gree  with  his  suggestion  that  in  order  to  effect  this  plan,  the 
economic  conditions  of  the  state  must  be  so  re-adjusted  that 
privilege  will  be  destroyed,  and  the  unearned  increment, 
the  value  created  by  the  state  itself,  should  be  taken  for 
state  purposes,  and  the  young  men  and  young  women  of  the 
state  would  therefore  and  thereby  be  economically  in  a  posi- 
tion to  take  advantage  of  the  higher  education  thus  provided 
by  the  state. 

So,  Dr.  Elliott,  on  behalf  of  the  State  Board  of  Educa- 
tion, I  pledge  you  our  hearty,  sincere,  and  confiding  support 
and  cooperation  in  your  efforts  to  achieve  success  in  the  op- 
eration of  this  plan,  and  I  believe  that  I  can  go  further  than 
simply  to  speak  for  the  State  Board  of  Education,  and 
though  I  have  not  been  formally  authorized  so  to  speak,  I 
think  I  know  the  temper  of  the  faculty  and  student  body  of 


UNIVERSITY   OP   MONTANA  23 

the  institution  at  Bozeman,  and  of  the  people  of  Bozeman 
themselves  so  fully,  and  have  their  confidence  so  completely, 
that  I  will  not  abuse  it  when  I  solemnly  pledge  you  in  this 
presence  their  hearty,  sincere,  and  honest  cooperation,  sup- 
port, and  endorsement  in  your  efforts  to  achieve  the  solution 
of  Montana's  higher  educational  problem;  and  I  believe  that 
you  will  succeed,  and  that  in  the  future  other  states  will 
turn  to  Montana  and  adopt  the  Montana  plan  for  the  solu- 
tion of  their  own  higher  educational  difficulties. 


24  INAUGURATION  ADDRESSES 


Address  of  President  F.  C.  Scheuch  of  the  State  University 
at  Missoula,  June  8,  1916. 

On  behalf  of  the  faculty  and  the  student  body  of  the 
State  University,  I  wish  to  bring  most  sincere  greetings. 
To  Chancellor  Elliott  a  most  cordial  welcome  to  the  new 
house  we  are  about  to  dedicate, — the  Greater  University  of 
Montana. 

We  rejoice  in  your  presence  with  us,  Chancellor  Elliott, 
as  the  head  of  the  educational  institutions  of  the  state. 
Your  coming  has  been  looked  forward  to  by  us  for  a  long 
time,  it  has  been  uppermost  in  our  thoughts  for  months. 
You  have  come,  we  have  seen  you  and  are  delighted,  and  as 
a  representative  of  the  State  University  I  bid  you  welcome 
with  all  the  fervor  that  can  come  from  true  and  loyal  mem- 
bers of  this  unit  of  the  University  of  Montana. 

As  I  stood  at  the  door  of  the  banqueting  room  last  night 
watching  the  delegates  and  the  alumni  crowding  in,  I  was  not 
suprised  at  the  zeal  and  interest  which  was  shown  by  every- 
one, for  it  bears  witness,  most  thoroughly,  how  near  and 
loyal  their  feeling  is  toward  the  day  of  new  things. 

We  welcome  you,  Governor  Stewart,  as  the  one  who 
made  the  Greater  University  a  possibility.  Also  you,  the 
representatives  of  our  sister  institutions  of  the  state  of 
Montana,  with  whom  we  pledge  ourselves  to  work  to  bring 
about  the  consummation  of  those  desires,  which  we  hope  will 
cause  the  Montana  plan  to  be  successful  and  to  be  followed 
by  those  other  states  who  are  looking  to  us  for  a  solution  of 
their  own  now  segregated  interests  in  their  educational 
units.  We  of  Missoula  are  glad  to  see  you,  not  only  because 
you  are  interested  in  us  and  we  in  you  and  what  you  re- 
present, but  more  especially  because  we  need  you. 

Were  I  able,  I  would  cause  these  walls  to  echo  my  words 
of  welcome  to  each  and  all  of  our  friends  here,  and  each  of 
you  to  feel  the  sympathetic  throb  of  Missoula's  sincerity. 
Yet  I  will  say  Missoula  is  proud  and  honored  to  have  you  as 
her  guests,  and  Montana  welcomes  you,  Doctor  Elliott,  for 
many  many    years,  we  hope  as  Chancellor  of  the  University. 

There  was  a  crisis  in  the  history  of  the  educational  in- 
stitutions of  Montana.  The  opening  of  the  new  system 
marks  a  new  era  for  us.     The  enrollment  in  the  institutions 


UNIVERSITY   OF  MONTANA  25 

is  the  largest  in  the  history  of  the  University,  and  we  flatter 
ourselves  that  we  are  no  small  factor  in  the  college  world 
around  us.  In  order  that  there  may  be  no  retrogression, 
lest  we  rest  content  with  ourselves  and  our  labors  and  what 
has  been  gained,  we  need  your  advice,  Chancellor  Elliott,  and 
your  personal  aid,  based  upon  your  strong  individual  char- 
acter and  active  participation  in  the  educational  world  about 
us.  You  can  and  I  know  will  help  us  as  no  other  can  in 
molding  the  life  of  the  university  in  its  ideals,  and  in  im- 
buing the  units  of  the  greater  University  of  Montana  with 
a  spirit  of  brotherhood. 

We  have  met  together  today  representing  the  educa- 
tional institutions  of  the  state,  to  do  honor  to  our  new  chief. 
We  are  not  bound  together  by  any  ties  of  self  interest; 
our  bonds  are  found  in  devotion  to  the  high  principles  of 
justice,  integrity  and  good  fellowship.  The  basis  of  our 
sociation   is   education,   community   of   thought   is    our   aim. 

It  is  a  great  blessing  to  know  that  the  institutions  of 
Montana  have  not  been  imbued  with  false  conservatism, 
but  with  the  true  spirit  of  progress.  If  there  is  one  thing 
needed  to  cement  more  firmly  our  common  interests  of 
welfare  in  educational  matters  in  this  University  of  Montana, 
it  is  to  arouse  enthusiasms  among  the  alumni  of  the  various 
institutions,  to  form  a  strong  and  efficient  element  in  the 
progress  of  our  own  university.  The  enthusiasms  of  youth 
are  guided  by  the  maturity  of  thought,  and  ours  is  the  duty. 
The  guiding  principle  of  the  Greater  University,  of  its  of- 
ficers, students,  and  alumni  must  rest  upon  the  recognition 
that  we  are  one  institution  and  not  a  group.  The  motto  of 
the  musketeers  must  be  ours: 

"All  for  one,  and  one  for  all." 

The  joys  of  one  institution  become  the  joys  of  all — the 
sorrows  of  one,  the  sorrows  of  all.  Whither  and  how  far 
our  destiny  will  tend  in  the  more  complete  sisterhood  of 
Montana's  institutions,  no  one  by  a  look  ahead  can  tell,  but 
that  great  problems  for  the  uplift  of  education  in  Montana 
will  be  worked  out  during  the  life  of  those  here  present 
seems  certain. 

We  are  living  in  a  wonderful  age.  The  world  is  advanc- 
ing and  changing  more  in  a  half  decade  than  it  formerly  did 
in  a  century,  in  spite  of  its  seeming  to  retrogress,  when  one 
contemplates  the  horrors  in  Europe. 


26  ANIUGURATION  ADDRESSES 

Great  problems  of  society  are  being  worked  out  in 
seas  of  blood,  but  we  should  not  forget  that  a  wise  and  gov- 
erning providence  rules  over  us,  leading  the  race  along  by 
paths  which  to  us  may  seem  peculiar,  to  a  better  and  wiser 
end. 

In  trying  to  fathom  the  drift  of  affairs,  Which  are  tak- 
ing place,  we  must  come  to  realize  our  absolute  dependence 
one  upon  the  other,  and  from  this  most  destructive  war  a 
closer  brotherhood  of  man  and  a  higher  civilization  will  rise. 

To  this  end  the  education  of  the  masses  must  go  on 
to  a  full  understanding  of  true  brotherly  spirit. 

It  is  for  such  purpose  that  the  University  of  Montana 
finds  existence.  She  must  teach  the  young  men  and  women 
in  their  formative  years  the  nobility  of  character  and  the 
necessity  of  true  worth,  together  with  the  value  and 
the  necessity  of  fraternal  sympathy  and  cooperation.  In 
the  educational  world  the  university  is  doing  her  part  to- 
ward the  education,  encouragement  and  uplift  of  the  individ- 
ual, for  his  own  good  and  for  the  good  of  all. 

When  the  young  people  are  stimulated  to  higher  ideals, 
nobler  ambitions  for  themselves  and  the  race,  the  Uni- 
versity of  Montana  will  fulfill  her  purpose. 

We  greet  you  again,  Chancellor  Elliott  and  friends,  joy- 
fully, heartily,  and  sincerely,  and  may  your  presence  with  us 
be  but  the  earnest  of  a  closer  association  between  you  and 
us  which  shall  be  continuous  and  abiding. 

''Men,  my  brothers,  men,  the  workers,  ever  reaping 

"That  which  they  have  done  but  earnest  of  the  things 
they  yet  shall  do." 


UNIVERSITY   OF   MONTANA  27 


Address  of  Governor  S.  V.  Stewart  at  the  State  University 
at  Missoula,  June  8,  1916 


In  years  past  Montana's  four  institutions  of  higher 
education  have  been  separate  and  distinct.  This  quartet  we 
have  merged  into  one — into  a  university  which  we  fondly 
hope  and  believe  will  make  its  influence  felt  throughout  the 
state,  and  which  will  give  to  the  young  men  and  women  of 
Montana  an  unexcelled  opportunity  to  fit  themselves  for  the 
stern  realities  of  life. 

A  wise  national  government  has  endowed  these  in- 
stitutions by  setting  aside  for  their  benefit  large  acreages 
of  public  land,  which  have  been  wisely  administered.  These 
land  grants  are  of  course  to  be  used  for  the  several  insti- 
tutions for  which  they  were  made,  but  the  combined  value 
of  this  federal  endowment  totals  no  inconsiderable  sum.  At 
the  close  of  the  last  fiscal  year  the  permanent  funds  of  the 
four  institutions  now  comprising  the  University  of  Montana 
aggregated  $2,077,217.16,  while  there  remained  unsold  257- 
842.15  acres  of  the  original  grants.  It  is  not  expected  that 
the  income  from  this  endowment  will  ever  support  the 
University  of  Montana,  but  it  is  already  sufficient  to  lighten 
materially  the  burden  which  the  ever  generous  people  of 
this  commonwealth  should  willingly  bear  for  the  support  of 
higher  education. 

The  most  highly  prized  treasure  of  the  people  of  Mon- 
tana should  be  their  educational  system.  The  largest  res- 
ponsibility which  they  can  impose  upon  anyone,  the  greatest 
trust  which  they  can  repose  in  any  public  servant,  is  to  give 
into  his  hands  the  control  and  management  of  the  educa- 
tional affairs  of  this  state.  The  people  of  Montana  are 
forward-looking.  They  are  not  content  to  follow  in  the  rut 
of  previous  experience  when  that  experience  has  been  proved 
unsatisfactory;  and  so  with  the  courage  and  the  vision  of 
the  pioneer,  they  have  undertaken  to  blaze  a  new  pathway 
in  educational  fields. 

The  institution  wherein  we  are  gathered  today  is  no 
longer  to  be  a  detached  unit  of  the  educational  system  of 
Montana.  Instead,  it  is  to  be  a  part  of — shall  we  say  the 
very  heart  of — that  greater  University  of  Montana  which  we 
look  upon  as  holding  so  much  of  promise  for  the  youth  of 


28  INAUGURATION  ADDRESSES 

our  state.  It  is  given  into  your  keeping,  Dr.  Elliott,  in  the 
fullest  confidence  that  in  your  hands  and  through  your  ef- 
forts it  will  achieve  its  ripe  and  rightful  destiny. 

I  need  not  remind  you,  Dr.  Elliott,  that  you  were  chosen 
for  the  position  you  are  about  to  assume  through  no  accident 
of  political  fortune.  Under  the  provisions  of  the  Consti- 
tution of  Montana  the  control  of  educational  affairs  is  vested 
in  men  who  hold  places  of  responsibility  through  political 
preferment.  This  system  has  met  with  some  theoretical 
criticism,  but  those  who  know  Montana  will  bear  me  out 
when  I  say  that,  despite  political  conditions  which  have  at 
times  been  far  from  ideal,  there  never  has  been  in  the  his- 
tory of  this  state  a  single  state  official  who  has  even 
attempted  to  use  the  educational  institutions  of  this  com- 
monwealth to  further  his  political  fortunes  or  to  secure 
partisan  advantage.  More  than  that,  I  cannot  believe  the 
people  of  Montana  would  ever  elect  to  public  office  a  man 
so  lacking  in  every  sense  of  honor  or  so  devoid  of  all  res- 
ponsibility as  thus  to  juggle  with  the  most  priceless  heritage 
of  a  free  people. 

When  the  people  of  Montana  decided  to  enter  a  new  and 
untried  field  in  the  management  of  their  educational  insti- 
tutions, the  implied  injunction  which  they  laid  upon  their 
public  servants  was  to  secure  for  the  head  of  these  united 
institutions  a  man  who  would  adminster  the  greater  Uni- 
versity with  a  sole  view  to  the  advancement  of  the  young 
men  and  young  women  who  were  to  be  entrusted  to  his 
guidance. 

It  was  only  after  a  most  thorough  investigation,  in 
which  scores  of  men  were  measured  by  the  standard  which 
it  was  felt  the  people  of  Montana  demanded  for  this  office, 
that  the  State  Board  of  Education,  by  a  unanimous  vote, 
offered  this  position  to  you.  It  was  believed  that  your  broad 
experience  in  the  educational  world,  your  contagious  enthusi- 
asm, your  capacity  for  hard  work,  your  keen  imagination, 
your  executive  training  which  enables  you  to  keep  in  hand 
the  countless  details  of  adminstration — these  qualifications, 
it  was  believed,eminently  fitted  you  for  the  position  to  which 
you  have  been  called.  Further  than  that,  your  thorough 
understanding  of  the  aims  and  ambitions  of  the  West,  your 
intensely  practically  democracy,  and  your  earnest  belief  in 
the  success  of  the  Montana  plan,  made  us  feel  that  of  all 


UNIVERSITY   OF   MONTANA  29 

men  in  the  educational  life  of  this  country,  you  were  the 
best  qualified  to  render  to  Montana  that  service  which  this 
commonwealth  demands  from  one  who  is  to  direct  its  educa- 
tional affairs. 

This  day  marks  the  birth  of  the  new  and  greater 
University  of  Montana,  and  this  day,  we  are  glad  to  believe, 
marks  the  beginning  of  a  new  era  in  the  educational  life  of 
this  state.  The  twenty  years  which  have  gone  before  have 
merely  been  in  preparation  for  the  greater  career  which 
Montana  believes  its  educational  institutions  will  achieve. 

Dr.  Elliott,  with  a  solemn  realization  of  the  trust  which 
has  been  reposed  in  you,  with  a  thorough  understanding 
of  the  magnitude  of  the  task  which  is  before  you,  but  with 
full  confidence  in  your  ability  to  meet  its  every  requirement, 
I  now  invest  you  with  the  authority  o  f  your  new  office. 
On  behalf  of  the  State  Board  of  Education,  I  declare  you 
to  be  the  Chancellor  of  the  University  of  Montana. 

I  congratulate  you  upon  the  opportunity  you  have  for 
service,  and  I  congratulate  the  people  of  Montana  upon  the 
auspicious  beginning  they  have  made  in  their  endeavor  to 
unify  the  educational  forces  of  this  State.  As  the  head  of 
the  State  Board  of  Education,  I  promise  you  the  cooperation 
of  the  officials  with  whom  you  will  come  in  contact,  and 
as  the  official  representative  of  the  people  of  Montana,  I 
pledge  you  their  whole-hearted  support,  and  on  their  behalf, 
extend  to  you  earnest  wishes  for  an  adminstration  of  extra- 
ordinary success. 

Ladies  and  gentlemen,  it  gives  me  great  pleasure  to 
present  Dr.  Edward  C.  Elliott,  Chancellor  of  the  University 
of  Montana. 


30  INAUGURATION  ADDRESSES 


Address  of  Superintendent  John  Dietrich  of  the  State  Board 

of  Education  at  the  State  University  at  Missoula, 

June  8,  1916. 


This  occasion,  together  with  three  similar  ones,  marks 
the  auspicious  beginning  of  a  new  era  in  the  educational 
affairs  of  the  commonwealth  of  Montana.  In  speaking  for 
the  State  Board  of  Education  I  wish  to  say  first  of  all  that 
Governor  Stewart  and  the  other  members  of  the  board  have 
been  and  are  giving  their  best  efforts  to  the  cause  of  higher 
education  in  the  state  of  Montana.  Few  people  are  aware 
of  the  abnormal  and  pioneer  conditions  under  which  we  have 
had  to  work  and  the  obstacles  with  which  we  have  had  to 
contend.  We  tried  faithfully  to  harmonize  the  interests  of 
the  several  educational  institutions  under  the  old  plan.  We 
met  with  some  success,  and  yet  the  final  results  were  far 
from  satisfactory.  After  the  passage  of  the  Leighton  bill 
it  was  suggested  by  the  governor  that  we  try  the  plan  of 
consolidating  the  four  educational  institutions  as  provided 
for  in  this  bill,  and  as  I  remember  it,  the  governor's  sug- 
gestion was  unanimously  endorsed  by  the  members  of  the 
State  Board  of  Education.  However  that  may  have  been, 
the  members  of  the  Board  are  now  working  as  a  unit  under 
the  new  plan,  and  all  believe  that  a  most  successful  begin- 
ning has  been  made.  The  right  man  has  been  placed  in  the 
chancellorship,  and  the  new  era  upon  which  we  are  entering, 
educationally  speaking,  promises  much  for  the  future  citizen- 
ship of  Montana.  The  Leighton  law  may  not  be  the  cure  for 
all  the  ills  of  higher  education  in  Montana,  but  it  is  evidently 
a  long  step  in  the  right  direction. 

At  this  time  and  in  the  presence  of  this  large  audience, 
ChanceTor  Elliott,  I  wish  to  pledge  you,  as  has  been  done  on 
former  occasions,  the  loyalty  and  support  and  cooperation  of 
the  State  Board  of  Education  in  the  important  task  assigned 
you.  This  is  largely  your  problem,  and  as  a  member  of  the 
board  I  wish  to  assure  you,  sir,  that  we  appreciate,  in  a  large 
measure  at  least,  that  this  is  no  small  undertaking.  We 
wish  also  that  you  should  accept  what  I  have  said  regarding 
loyalty  and  cooperation  as  more  than  a  mere  promise.  If  I 
know  the  members  of  this  board,  as  I  believe  I  do,  I  am  war- 
ranted  in   assuring   you   that   they   do   not   classify    with    a 


UNIVERSITY   OP   MONTANA  31 

certain  colored  brother  who  announced  at  a  prayer  meeting 
when  he  said,  "Brudren,  I  feel's  if  I  could  talk  more  good  in 
five  minutes  than  I  could  do  in  a  whole  year."  We  are  ready 
to  work  with  you,  sir,  and  wish  to  be  guided  by  your  sug- 
gestions and  recommendations. 

I  do  not  wish  to  leave  the  impression,  however,  that  the 
State  Board  of  Education  feels  that  our  educational  institu- 
tions have  not  done  good  work  in  the  past.  Hence  I  have  no 
apology  to  offer  today  as  regards  anything  that  these  educa- 
tional institutions  may  not  have  been,  for  in  the  pioneer  condi- 
tions under  which  they  have  worked  they  have  made  a  most 
excellent  record.  We  are  proud  of  this  institution  and  the 
work  it  has  done.  It  would  be  difficult  to  find  a  number  of 
men  and  women  banded  together  in  a  faculty  with  a  higher 
percentage  of  fitness  for  good  work  thaaa  we  find  in  this 
institution,  and  what  is  true  of  the  State  University  at  Mis- 
soula regarding  its  faculty,  is  undoubtedly  true  of  our  other 
educational  institutions. 

It  is  not  the  least  of  the  glories  of  our  period  that  liberal 
education  has  become  popular  and  the  university  the  ambi- 
tion of  all  the  people.  For  nearly  a  thousand  years  the 
university  was  only  for  the  select  few.  The  plain  people 
had  no  lot  or  part  or  interest  or  opportunity  in  its  advan- 
tages. It  is  only  in  our  own  time  and  in  America  that  jour- 
alism  has  been  recognized  as  one  of  the  liberal  professions. 
Bringing  the  university  home  to  the  people  is,  indeed,  an 
American  idea. 

The  State  Board  of  Education  is  solicitous  that  the 
University  of  Montana  shall  be  well  housed  and  well  supplied 
with  ample  equipment  ,  and  that  only  skilled  men  and  women 
shall  be  elected  to  membership  in  its  faculties,  and  that  these 
men  and  women  shall  receive  reasonable  compensation  for 
their  services,  for  in  the  final  analysis  the  success  of  an  edu- 
cational institution  depends  primarily  upon  the  type  of  men 
and  women  who  direct  the  activities "  of  the  various  class 
rooms.  •  Buildings  and  equipment,  while  necessary  and  con- 
venient, are  not  to  be  regarded  as  results.  What  the  board  is 
most  deeply  concerned  about  is  that  the  people  shall  receive 
something  worth  While  in  return  for  their  money  that  is  being 
invested  in  their  university.  If  the  University  of  Montana  is 
to  have  the  confidence  and  support  of  the  people  of  this  state 


32  INAUGURATION  ADDRESSES 

in  the  future,  she  must  graduate  men  and  women  capable  of 
leading  and  directing,  and  who  themselves  can  do  things. 

The  educated  man  in  America,  today,  "'is  only  a  helpless 
Dominie  Sampson  if  he  cannot  harness  his  own  horse  and  on 
occasion  shoe  him." 

It  may  not  be  amiss  to  say  that  those  who  go  from  this 
university  today  will  sooner  or  later  discover  that  their 
service  is  not  needed  so  much  in  this  state  in  the  creation  of 
more  wealth,  of  more  resources,  but  rather  in  a  proper  and 
wise  use  of  what  we  already  have,  for  the  noblest  and  best 
ends.  The  men  and  women  who  go  from  this  institution 
today  and  hereafter  need  not  fear  but  the  "giants  will  follow 
their  leading  if  they  are  willing  to  show  them  the  way." 
The  people  of  this  state  have  the  right  to  assume  that  those 
who  go  from  our  educational  institutions  are  liberally  trained, 
and  because  of  that  every  eye  will  be  upon  them,  and  if  the 
state  is  not  a  better  state  because  of  these  graduates,  then 
as  a  Board  of  Education  we  shall  have  wasted  at  least  some 
of  the  people's  money. 

These  instiutions  have  many  needs, — more  than  can  be 
supplied  at  present.  Among  these  needs  there  is  none  more 
pressing  than  that  for  more  buildings.  From  what  I  have 
observed  in  my  visits  to  these  different  institutions  I  know 
of  none  whose  need  in  the  matter  of  buildings  is  greater  than 
that  of  this  institution.  However,  it  occurs  to  me  that  the 
securing  of  the  money  with  which  to  respond  to  these  needs 
must  not  be  left  alone  to  the  State  Board  of  Education  and 
its  officers.  There  can  be  no  better  guarantee  of  the  success 
of  our  educational  institutions  than  the  enthusiastic  co- 
operation of  the  citizens  of  the  state.  These  institutions 
must  have  their  cooperation  and  their  support  if  they  are 
to  do  the  work  for  which  they  are  organized. 

The  people  of  Montana  can  give  these  institutions  two 
very  important  things:  their  children  after  they  graduate 
from  our  secondary  schools,  and  the  money  needed  to  carry 
on  the  work.  Both  are  needed  for  the  best  interests  of  the 
state.  One  of  the  best  methods  of  preparing  enthusiastic  citi- 
zens for  Montana  is  to  send  our  boys  and  girls  to  our  institu- 
tions of  higher  learning.  In  order  to  secure  this  response  in 
terms  of  children  and  money  from  the  people  of  this  state,  a 
clear  and  concrete  presentation  of  what  the  University  of 
Montana  really  is  and  what  it  has  to  offer  the  children  of  the 


UNIVERSITY   OP   MONTANA  33 

state  should  be  made  in  every  home. 

The  following  should  be  adopted  as  the  slogan  and  creed 
of  every  loyal  Montanan  as  regards  his  atitude  toward  our 
commonwealth's  institutions. 

1.  Thou  shalt  put  no  other  state  before  Montana. 

2.  Honor  the  products  of  Montana's  soils,  mines,  work- 
shops, factories,  and  her  institutions  of  trade,  finance,  and 
learning,  that  thy  purse  may  be  long  in  this  empire  that  the 
Lord,  thy  God,  hath  granted  thee  the  privilege  of  claiming 
as  thy  home. 

3.  Thou  shalt  be  true  to  the  best  instincts  of  Montana 
citizenship  and  shall  strive  mightily  to  aid  in  building  up  a 
great  University  of  Montana. 

To  the  students  and  the  members  of  the  alumni  associa- 
tion I  wish  to  say  with  emphasis  that  much  of  this  work  can 
be  done  by  you  as  you  go  to  your  respective  homes  and  to 
your  respective  communities.  It  will  mean  hard  work  for 
a  time.  You  are  prepared  to  inform  your  homes  and  friends 
and  to  make  converts  of  them  for  the  University  of  Montana. 
We  are  going  to  rely  on  you  to  do  your  part.  Will  you  do  it  ? 
Let  it  be  remembered,  too,  that  legislators  sometimes  go  to 
Helena  during  the  session  of  the  legislature,  practically 
ignorant  of  what  our  state  institutions  are  and  what  their 
legitimate  needs  are.  See  to  it  that  these  legislators  are  in 
possession  of  the  information  they  must  have  if  they  are  to 
do  the  most  for  higher  education  in  this  state. 

Citizens  of  Montana; — "In  the  hidden  recesses  of  man's 
being,  where  sleep  the  souls  of  his  ancestors,  as  it  were,  a 
secret  power  shapes  his  life  to  purposes  larger  than  his  own 
and  lifts  him  in  moments  of  inspiration  above  his  conscious 
and  voluntary  self."  This  secret  power  to  which  I  have  just 
referred,  does  not  grow  of  itself,  and  I  know  of  no  agency  that 
makes  for  its  development  and  growth  more  than  does  a 
system  of  higher  education.  If  you  believe  what  I  have  just 
said  regarding  the  relation  of  the  university  to  giving  our 
boys  and  girls  this  secret  power,  support  these  institutions 
which  are  yours,  even  more  enthusiastically  in  the  future 
than  you  have  in  the  past.  Do  all  you  can  to  encourage  and 
promote  the  splendid  work  so  recently  begun  under  the  new 
order  of  things — and  again  I  urge  you  to  send  your  boys  and 
girls  to  Montana's  schools,  and  see  to  it  that  these  institu- 
tions have  the  proper  financial  support. 


34  INAUGURATION  ADDRESSES 


Inaugural   address   of   the    Chancellor   of   the   University   of 

Montana   (1916) 


Governor  Stewart  and  Gentlemen  of  the  State 
Board  of  Educa  tion  : 

You  have  now  charged  me  with  the  obligations  of  that 
new  office  which  has  been  created  by  the  people  of  Montana, 
in  the  effort  to  give  more  effective  reality  to  their  aspirations 
for  those  educational  opportunities  which  are  the  right  of  the 
youth  of  this  commonwealth.  That  there  may  be  even  moderate 
realization  of  your  expectations  of  the  chancellorship  of 
the  university,  I  am  keenly  conscious  that  you  are  demanding 
the  fullness  of  whatever  physical  strength,  whatever  pro- 
fessional capability,  and  whatever  moral  courage  may  be 
mine.  Though  I  am  already  bound  by  my  word,  and  by  your 
legal  instrument,  to  assume  the  responsibilities  of  the  chan- 
cellorship, here  again  I  pledge  myself  to  the  great  cause  of 
the  University  of  Montana,  and  to  work  for  that  education 
that  will  work  for  Montana. 

President  Monroe,  Members  of  the  Faculty,  Stu- 
dents and  Alumni  of  the  Normal  Gollege: 

I  declare  my  faith  in  this  normal  college  as  a  major 
organ  of  the  University  of  Montana.  You  may  command 
your  complete  share  of  my  energy  and  sympathy  in  your 
supremely  important  service  of  educating  and  training  pro- 
fessional teachers  for  the  common  schools  of  the  state. 

From  this  institution  there  should  go  out  each  year,  in 
increasing  numbers,  a  body  of  trained  and  competent  public 
servants,  the  superior  individual  character  of  which  is  of 
signal  consequence  to  the  welfare  of  our  people.  Never  in 
the  history  of  the  state  was  there  a  greater  need,  than  to- 
day, to  have  in  the  public  schools  skilled  teachers,  through 
whose  education  and  experiences  and  sympathies  will  be  pro- 
duced a  widespread  spirit  of  dynamic  civic  loyalty  to  Mon- 
tana. Such  loyalty  to  state  is  the  very  essence  of  national 
patriotism.  It  belongs  to  the  normal  college  to  forge  its 
students  into  human  links  of  moral  and  civic  strength,  if  the 
educational  chain,  stretching  from  the  kindergarten  to  the 
professional  schools  of  the  university  is  to  sustain  its  load. 

This  institution  will,  I  have  confidence,  share  with  the 
other  institutions  of  the  university  in  the  mutual  benefits 


UNIVERSITY   OF   MONTANA  35 

that  will  come  from  assoc™JjKL  in  a  common  organization ; 
a  broader  scholarship,  a  widrerfottejlectual  sympathy,  and 
above  all,  a  sound  comprehension  of/jijntf)rinciple  that  each 
is  a  coordinating  and  cooperating  agenc^if(ijfi^he  fulfillment 
of  a  public  purpose  that  must  ever  be  of  vital*  «0n£ern  to  the 
whole  state. 

President  Hamilton,  Members  of  the  Faculty,  Stu- 
dents and  Alumni  of  the  College  of  Agriculture  and 
Mechanic  Arts: 

No  part  of  the  University  of  Montana  is  more  firmly 
entrenched  in  the  sympathies  of  the  people  of  this  state  than 
is  this  college.  No  part  has  been  commissioned  with  more 
important  undertakings. 

It  traces  its  origin  to  an  hour  of  a  great  national  crisis. 
It  must  not  fail  its  trust  in  the  crisis  with  which  the  out- 
burst of  international  insanity  has  confronted  this  nation  to- 
day. 

By  the  signing  of  the  Morrill  Act  of  1862,  which  dedi- 
cated to  the  cause  of  national  education  more  than  ten 
millions  of  acres  of  the  public  domain,  President  Lincoln 
answered  the  question  he  had  propounded  in  1859  in  his 
notable  address  on  the  "Mud-Sill"  theory  of  life,  "How  can 
labor  and  education  be  the  most  satisfactorily  combined." 
Through  that  act,  he  laid  the  foundation  of  a  type  of  educa- 
tional institution  that  has  served  conspicuously  and  success- 
fully as  the  college  of  the  people. 

If  agriculture  has  become  the  great  propulsive  force  for 
the  economic  advancement  of  Montana,  this  is  due,  in  no 
small  degree,  to  the  unselfish,  scientific  servants  of  the  state 
who  have  been  connected  with  this  college  and  experiment 
station. 

As  chancellor  of  the  university,  I  have  great  pride  in 
contemplating  association  with  you  and  your  work.  No 
greater  satisfaction  shall  I  find  than  contributing  my  effort 
to  the  upbuilding  of  the  varied  educational  and  scientific 
enterprises  you  carry  on.  Montana  needs  your  graduates, 
trained  practically  in  those  arts  that  make  for  the  increased 
value  of  our  agriculture  and  our  industries ;  and  educated  for 
a  deeper  appreciation  of  the  rich  heritages  and  opportunities 
of  the  life  of  to-day. 

In  particular,  do  I  anticipate  the  chance  to  stimulate  the 
growth  of  this  institution  so  that  it  may  better  serve  the 


36  INAUGURATION  ADDRESSES 

preparation  of  the  young  women  in  this  state  for  the  rapidly 
expanding  part  they  have  in  all  of  the  affairs  that  pertain  to 
the  well-being  of  this  forward  moving  state. 

President  Scheuch,  Members  of  the  Faculty,  Stu- 
dents and  Alumni  of  the  State  University: 

This  institution  has  ever  been,  and  must  continue  to  be, 
the  center  for  the  energizing  of  higher  education  in  the  state 
of  Montana.  Within  the  new  organization  of  the  University 
of  Montana  it  possesses  another  distinct  responsibility. 
Without  neglecting  those  important  interests  of  professional 
education  which  belong  to  it — law,  journalism,  pharmacy,  and 
forestry — it  must  contribute  to  Montana  an  essential  element 
in  the  culture  and  progress  of  this  modern  state — a  body  of 
graduates,  the  liberality  of  whose  training  has  fitted  them 
to  play  the  sane  and  balanced  and  disinterested  part  in  all  of 
those  affairs  of  common  concern,  where  sober  judgment, 
keen  intelligence  and  breadth  of  sympathy  are  needed  to 
counter  the  influences  of  ever  present  narrowness  and 
prejudice. 

I  trust  that  it  may  be  given  me  in  later  years  to  recall 
that  I  have  had  even  a  small  part,  along  with  you  ,in  the  shap- 
ing and  upbuilding  of  this  institution;  that  it  has  yielded 
many  men  and  women  of  special  skill  for  the  professions ;  and 
that  there  go  forth  from  it  in  increasing  numbers  men  and 
women  competent  for  the  practice  of  that  profession,  in  which 
every  man  of  true  education  qualifies — unselfish  citizenship. 

I  have  no  apprehensions  regarding  the  attitude  of  the 
faculty  and  students  of  this  institution  toward  the  common 
problem  of  higher  education  in  Montana.  During  the  last 
few  months  ,  you  and  the  citizens  of  Missoula  have  given 
ample  demonstration  of  your  loyalty  to  the  larger  cause  of 
education.  As  your  advocate  in  the  court  of  public  opinion, 
I  shall  have  a  permanent  gratification  in  defending  and  pro- 
moting the  supremely  important  educational  interests  con- 
served in  this  state  university. 

President  Bowman,  Members  of  the  Faculty,  Stu- 
dents and  Alumni  of  the  State  School  of  Mines: 

It  was  indeed  fortunate  that,  in  the  reorganization  of 
the  University  of  Montana,  this  school  of  mines  was  re- 
cognized as  one  of  the  constituent  institutions.  No  other 
part  of  the  university  is  more  justly  entitled  to  the  interest 


UNIVERSITY   OP   MONTANA  37 

and  support  of  the  people  of  the  state;  no  other  part  has 
more  successfully  fulfilled  the  purposes  of  its  establishment: 
no  other  promises  in  the  future  to  return  larger  dividends 
of  skillful  service  to  the  industrial  development  of  the  state. 
The  high  proportion  of  your  graduates  engaged  in  mining  en- 
gineering presents  an  enviable  record,  which  is  not  exceeded 
by  any  school  of  mines  in  this  country. 

The  definite  and  superior  standards  of  technical  educa- 
cation  that  are  maintained  here  will,  I  am  certain,  exert  a 
desirable  influence  throughout  the  university  organization. 
I  shall  be  disappointed  if  my  office  does  not  bring  to  you 
large  compensating  benefits  from  your  association  and  eon- 
tact  with  the  other  higher  educational  institutions  of  the 
state. 

Through  the  agency  of  the  school  of  mines  it  is  my  hope 
that  the  people  of  Butte  may  be  brought  to  a  fuller  appre- 
ciation of  the  potential  value  of  the  University  of  Montana  to 
this  community.  This  city  is  now  much  more  than  a  city 
of  mines.  Her  youth  are  the  youth  of  the  state,  possessing 
the  cosmopolitan  interests  of  the  state.,  As  engineers  from 
the  Montana  State  School  of  Mines,  the  value  of  your 
citizenship  may  be  doubled  through  an  abiding  personal 
interest  in  all  of  those  varied  educational  and  scientific  op- 
portunities provided  in  the  greater  University  of  Montana. 

THE   CONTRIBUTION   OF   THE   PIONEERS 

Ladies  and  Gentlemen: 

The  present  occasion  presents  more  than  a  moment  for 
mere  academic  ceremonial;  more  than  the  opportunity  for  an 
acknowledgment  of  my  future  duties,  or  an  avowal  of  my 
personal  responsibilities.  It  is  appropriate  that  I  lay  before 
you,  as  responsible  stockholders,  some  of  the  fundamental 
affairs  of  that  great  cooperative  enterprise  called  the  Uni- 
versity of  Montana.  And  also,to  pass  in  brief  review  some 
of  those  practical  ideals  that  should  dominate  the  splendid 
opportunity  given  to  Montana  for  utilizing  the  university  for 
the  progress  of  the  state. 

The  spirit  of  the  Montana  of  to-day  is  the  spirit  of  the 
pioneers  of  but  yesterday — virile,  fearless,  independent  and 
indomitable.  Her  culture  has  not  been  rooted  in  traditions  of 
books.  Rather  it  has  been  developed  from. the  sterner  dis- 
ciplines of  the  struggle  that  has  led  to  the  conquest  of  one 
of  nature's  empires.     Slowly  and  surely,  for  a  half  a  century. 


38  INAUGURATION  ADDRESSES 

there  has  been  unconsciously  built  into  the  permanent  social 
structure  of  the  state  something  of  the  daring  and  the  hardi- 
hood of  the  explorer,  something  of  the  energy  and  the  eternal 
hope  of  the  miner,  something  of  the  enterprise  and  the  self- 
reliance  of  the  trader,  something  of  the  endurance  and  the 
naturalness  of  the  ranchman,  and  finally,  the  strength  and 
the  optimism  of  the  farmer.  Each  succeeding  type  seems  to 
have  contributed  some  intrinsic  element  to  the  vision  that 
there  is  to  be  wrought  from  this  imperial  vastness  of  moun- 
tain and  plain  an  enduring  home  of  men;  a  commonwealth 
conserving  and  vitalizing  those  conditions  of  life  called  de- 
mocracy— that  democracy  of  Lowell's  phrase  "in  which  every 
man  had  a  chance  and  knew  he  had  it."  If  the  frontier  life 
has  not  produced  a  conventional  learning,  it  has  yielded  a 
far  more  precious  product  of  human  sympathy  and  mutual 
understanding. 

In  one  respect,  Montana  has  developed  true  to  type.  The 
isolated  settlements  that  followed  close  upon  the  advancing 
outposts  of  the  frontier,  even  yet  within  sight,  displayed 
from  the  beginning  their  inheritance  of  Americanism.  The 
school  master  was  among  the  first  servants  in  this  new  house 
of  civilization.  For  his  schools,  Montana  incorporated  into 
her  organic  laws  those  well-known  provisions  which,  through 
the  establishment  of  common  schools,  high  schools,  and  uni- 
versity, guaranteed  the  undiscrimating  rights  to  education. 

EQUALIZATION    OP    THE    OPPORTUNITIES    FOR    HIGHER 
SCHOOLING. 

The  trend  of  the  entire  development  of  American  educa- 
tion since  its  colonial  beginnings  is  contained  in  the  phrase 
the  equalization  of  opportunity.  This  signifies  that  none  of 
our  people,  of  whatever  station  in  life,  shall  be  outside  the 
circle  of  the  positive  influence  of  free  education  provided  in 
institutions  erected  and  supported  by  the  people  of  the  whole 
state.  This  communizing  of  the  privileges  and  benefits  was, 
as  far  as  the  common  school  was  concerned,  among  the  very 
first  fruits  of  the  conception  of  citizenship  in  a  democracy. 
The  free  common  school  has  therefore  naturally  become  the 
most  representative  of  distinctly  American  institutions. 

The  free  public  high  school  was  the  first  important  by- 
product of  the  common-school  idea.  More  than  forty  years 
ago,  Chief  Justice  Cooley,  of  the  Supreme  Court  of  Michigan, 
expressed  the  guiding  principle  that  has  been  practiced  by 


UNIVERSITY   OP   MONTANA  39 

the  states  of  the  nation — "that  neither  in  our  state  policy,  in 
our  constitution  or  in  our  laws,  do  we  find  the  primary  school 
districts  restricted  in  the  branches  of  the  knowledge 
which  their  officers  may  cause  to  be  taught,  or  in  the  grade 
of  instruction  that  may  be  given,  if  their  voters  consent  in 
regular  form  to  bear  the  expense  and  raise  the  taxes  for 
the  purpose." 

The  remarkable  growth  of  high  schools  throughout  the 
entire  country,  especially  in  all  of  the  states  of  this  western 
region,  during  the  past  two  decades  affords  striking  and  con- 
vincing evidence  of  the  profound  faith  of  the  American 
people  in  enlarged  opportunities  for  education  at  the  doors  of 
all  the  children  of  all  the  people.  No  American  community, 
of  even  a  few  hundred  population,  to-day  may  claim  fulfill- 
ment of  its  civic  responsiblity  if  it  does  not  provide  its  child- 
ren with  the  advantages  of  a  free  high  school. 

The  founders  of  our  American  state  colleges  and  uni- 
versities were  men  who  dreamed  of  large  things  and  who 
divined  the  future  with  no  narrow  vision.  That  the  per- 
petuity of  republican  institutions  could  not  be  safeguarded 
under  a  system  which  educated  men  in  accordance  with  class 
and  fortune,  and  that  the  ultimate  welfare  of  a  free  people 
could  not  be  bulwarked  through  the  skill  and  service  of  a  few 
artifically  selected  leaders  alone,  became  the  basal  doctrines 
of  the  revolution  of  American  higher  education.  "I  would," 
said  Ezra  Cornell,  the  heroic  founder  and  far  seeing  bene- 
factor of  Cornell  University,  the  first  university  in  the 
United  States,  embodying  a  completely  democratic  ideal  of 
higher  education,  "found  an  institution  where  any  person  can 
find  instruction  in  any  study."  This,  as  I  have  interpreted 
the  educational  temper  of  Montana,  is  the  goal  of  the  uni- 
versity we  celebrate  to-day.  Obstacles  to  the  immediate  at- 
tainment of  this  goal  are  many.  Nevertheless,  I  and  my  col- 
leagues, both  teachers  and  students,  are  firm  in  our  belief 
that  this  state  is  prepared,  to  the  limit  of  her  resources,  to  in- 
sure to  all  the  youth  of  the  state  those  varied  higher  intel- 
lectual opportunities  through  which  each  may  realize  his 
fullest  capabilities  for  the  common  good. 

There  is,  however,  one  aspect  of  this  question  of  equal 
educational  opportunity  in  Montana  in  which  I  am  desirous 
of  enlisting  serious  public  interest.  In  this  state,  with  its 
vast  stretches,  the  mere  proffering  of  generous  educational 


40  INAUGURATION  ADDRESSES 

advantages  does  not  mean  that  these  advantages  are  equally 
accessible  to  all.  A  next  needed  step  toward  the  reality  of 
the  state  ideal  of  equal  chances  for  education  would  be  the 
removal  of  the  existing  barriers  of  long  distance.  It  is 
my  expectation  at  the  proper  time  to  propose  that  the  state 
assume  for  every  capable  student,  the  expense  of  the  actual 
cost  of  travel  from  the  home  community  to  any  one  of  the  in- 
stitutions of  the  university.  A  t  t  h  e  present  time,  the 
cost  of  such  a  plan  would  be  insignificant — less  than  ten 
thousand  dollars  per  year — when  compared  with  the  accruing 
advantages.  Such  a  plan  would  place  the  normal  college, 
the  school  of  mines,  the  state  university,  and  the  college 
of  agriculture  and  mechanic  arts  near  the  door  of  every 
home  in  the  state,  and  would  give  a  new  significance  to 
the  doctrine  that  a  higher  and  professional  education  is 
open  equally  to  the  sons  and  daughters  of  the  state. 
The  state  can  well  afford,  through  such  a  plan,  to  provide 
"a  clear  pathway  for  merit  of  whatever  kind"  ;and  further- 
more t  o  transform  each  of  our  university  colleges 
and  schools  from  local  into  real  state  institutions.  When  I 
tell  you  that  to-day  the  majority  of  the  students  now  attend- 
ing the  institutions  of  the  University  of  Montana  are  largely 
self-supporting,  I  have  presented  what  I  consider  an  appeal- 
ing argument  for  the  adoption  of  the  plan  I  here  propose. 

THE   GOVERNMENT   OF   THE    UNIVERSITY. 

There  is  not  to  be  found  in  any  American  state  a 
scheme  of  organization  and  government  similar  to  that  de- 
vised by  the  legislature  of  1913  for  the  University  of  Mon- 
tana. Up  to  that  time,  each  of  our  four  institutions  of 
higher  education — the  State  University  at  Missoula,  the 
Normal  College  at  Dillon,  the  College  of  Agriculture  and 
Mechanic  Arts  at  Bozeman,  and  the  State  School  of  Mines 
at  Butte — while  under  the  general  oversight  of  the  state 
board  of  education  were,  in  reality,  disconnected;  and  for  the 
most  part,  autonomous.  Each  served  the  state  and  itself 
according  to  its  own  lights. 

Under  the  new  scheme,  these  separated  institutions 
became  component  parts  of  a  single  organization,  each  re- 
taining its  own  idenity.  The  chancellorship  of  the  univer- 
sity was  designed  as  the  connecting  mechanism  i  o  r  the 
harmonizing  of  effort,  the  unifying  of  aims  and  the  articu- 
lating   of    activities    of    the    several    colleges    and    schools. 


UNIVERSITY   OF  MONTANA  41 

Exercising  such  powers  as  might  be  delegated  to  him  by  the 
state  board  of  education,  it  was  contemplated  that  the  chan- 
cellor would  so  adjust  and  coordinate  the  state's  higher  edu-, 
cational  resources  as  to  avoid  unnecessary  and  unwise  dupli- 
cation, and  to  eliminate  all  unwholesome  and  destructive 
competition.  Such  adjustment  and  coordination  are  demand- 
ed, in  order  that  the  people  of  this  state  may  succeed  to  a 
maximum  of  educational  advantages,  with  a  minimum  of 
wastage  of  public  funds.  Such  a  scheme  of  organization  may 
be  looked  upon  as  an  experiment  which,  if  successful,  will 
not  only  solve  many  of  our  own  perplexing  problems,  but  also 
will  undoubtedly  influence  the  higher  educational  organization 
of  more  than  a  score  of  American  states,  in  which  the  same 
problems  are  to  be  found. 

From  an  external  and  mechanical  point  of  view,  the  ad- 
ministrative unification  of  the  institutions,  now  comprising 
the  University  of  Montana,  presents  many  new  educational 
problems  and  difficulties.  My  first  four  months  of  experi- 
ence have  fully  demonstrated  this  to  me.  Yet  the  whole- 
hearted cooperation  exhibited  by  all  of  those  immediately 
concerned  with  each  of  the  colleges  and  schools  has  afforded 
a  real  and  rare  encouragement  for  the  successful  attainment 
of  institutional  harmony,  educational  unity  and  financial 
economy. 

It  must  be  generally  realized,  however,  by  the  people  of 
the  state,  that  such  an  organization  as  the  University  of 
Montana  is  striving  to  become  is  much  more  than  inanimate 
machinery.  No  university,  as  a  place  of  "light,  liberty  and 
learning,"  can  be  regulated  according  to  the  laws  of  either 
physical  or  political  mechanics.  The  relationship  of  teacher  to 
teacher,  of  teacher  to  student,  of  student  to  student,  if  it.be 
worthy  the  name  education,  is  a  human,  spiritual  relation. 
It  is  easily  dwarfed  or  distorted.  The  various  parts  of 
this  university  must  be  maintained  in  such  a  Way  as 
to  provide  the  maximum  opportunity  for  each  worthy  in- 
dividual teacher  to  utilize  the  full  measure  of  his  professional 
skill  and  the  whole  of  his  personality.  This  is  the  real  prob- 
lem to  be  solved  by  the  new  educational  organization.  For 
its  solution,  men  and  women  who  are,  before  they  are  pro* 
fessors  of  any  other  science,  professors  of  the  science  of 
human  nature,  must  constitute  the  faculties. 


42  INAUGURATION  ADDRESSES 

While  confessing,  for  the  moment,  that  my  task  presents 
certain  apparently  insoluble  problems,  this  much  of  the 
governmental  issue  is  already  clear.  The  faculties  and  stu- 
dent bodies,  especially  the  former,  must  assume  a  larger  res- 
ponsibility for  the  internal  affairs  of  the  institution  to  which 
they  belong.  Each  and  every  one  of  these  institutions  is 
larger  than  any  one  man.  And  no  one  man,  nor  any  group 
of  men,  may  safely  impose  an  arbitrary  will  from  without 
save  when  any  of  those  within  are  conclusively  shown  to  be 
incapable  and  unequal  to  their  responsibilities.  As  the  Nestor 
of  American  education  very  wisely  observed  nearly  fifty 
years  ago  on  the  occasion  of  his  assumption  of  the  presid- 
ency of  Harvard  University,  "a  university  is  the  last  place 
in  the  world  for  a  dictator." 

The  policy  which  I,  as  chancellor  of  the  university,  shall 
endeavor  to  pursue  will  be  that  of  relying  for  counsel  and 
guidance  in  all  matters  of  essential  concern  upon  the  teachers 
and  students  of  the  university.  They  have  a  genuine  vested 
interest  in  the  upbuilding  of  the  university. 

CERTAIN    NEW    RESPONSIBILITIES. 

By  the  establishment  and  maintenance  of  her  existing 
university  institutions,  Montana  has  declared  her  intention 
of  qualifying  for  full  membership  in  the  order  of  American 
civilization;  that  civilization  which  has  ever  striven  to  pro- 
vide for  all  something  of  the  richness  of  a  life  that  contains 
more  than  mere  existence.  This  membership  means  that  the 
state  must  be  prepared  to  contribute  toward  the  higher 
cultivation  of  her  citizenship  far  more  liberally  than  in  the 
past.  I  say  this  while  taking  full  account  of  the  spirit  of 
self-sacrifice  and  of  notable  endeavor  of  the  founders  of 
our  governmental  institutions.  That  provision  for  colleges 
and  university  should  have  been  made  during  those  pioneer 
days  when  the  struggles  of  life  were  sharp,  and  when  the 
competition  for  possession  of  the  treasures  of  material  things 
almost  completely  absorbed  the  best  of  our  manhood,  presents 
striking  testimony  of  a  deep  underlying  idealism.  Neverthe- 
less, these  accomplishments  of  the  past  are  not  sufficient  to 
balance  the  account  of  the  necessities  of  to-day.  Past 
efforts  and  idealism  will  not  sustain  the  education  of  to-day. 

Each  of  the  institutions  of  the  university  has  had  a 
wonderful  growth  in  attendance  during  the  past  five  years. 
The  number  of  students  in  regular  attendance  has   trebled 


UNIVERSITY   OP  MONTANA  43 

at  the  State  University  and  doubled  at  the  Normal  College, 
An  increase  of  fifty  per  cent,  is  recorded  at  the  College  of 
Agriculture  and  Mechanic  Arts,  and  at  the  School  of  Mines. 
During  this  period,  though,  no  funds  have  been  made  available 
for  any  substantial  additions  to  educational  buildings  and 
equipment.  The  result  of  this  has  been  excessive  overcrowding 
of  existing  buildings  and  serious  limitations  imposed  upon 
the  quality  of  opportunities  afforded  students.  In  particular, 
should  steps  be  taken,  in  the  immediate  future,  to  provide 
further  buildings  at  the  State  University,  and  at  the  College 
of  Agriculture  and  Mechanic  Arts. 

Skilled  and  scholarly  teachers  make  up  the  real  capital 
investment  of  our  educational  system.  Each  year  our  in- 
stitutions lose  valuable  members  of  the  staff  because  of  the 
inadequacy  of  compensation.  Within  every  one  of  our 
faculties  are  to  be  found  men  whose  scientific  attainments 
and  capabilities  have  given  them  a  recognized  first  place  in 
their  profession  in  this  country.  Ever  since  I  came  to  this 
state,  it  has  been  a  matter  of  great  wonder  to  me  that  so 
many  superior  scholars  and  teachers  have  been  gathered  to- 
gether for  the  service  of  Montana.  I  will  omit  no  effort  to 
bring  home  to  the  people  of  this  state  that  the  desired  worth 
and  character  of  our  institutions  demand  far  better  salaries 
ior  their  teachers. 

There  is  one  important  educational  enterprise  in  which 
I  trust  I  may  be  successful  in  arousing  the  interest  of  the 
entire  state;  that  of  promoting  the  more  effective  training 
of  teachers  for  rural  schools.  The  next  generation  of  men 
and  women  of  Montana  will  be  made  up  largely  of  those  who 
will  come  from  the  farms  of  the  state.  To  provide  for  the 
farm  boys  and  girls  of  the  present  the  soundest  and  broadest 
common-school  education  is  a  solemn  responsibility  which 
may  not  be  shirked.  Those  who  are  sympathetically 
familiar  with  the  present  situation  tell  me  that  the  great 
single  need  for  the  meeting  of  this  responsibility  is  a  body  of 
properly  trained  country-school  teachers.  A  plan  for  the 
effective  preparation  of  such  teachers,  by  the  joint  service 
of  the  normal  college  and  the  college  of  agriculture  and  me- 
chanic arts  is  now  being  worked  out.  This  will  require,  and 
will  be  entitled  to  receive,  a  generous  support  of  the  state. 

May  I  presume  to  suggest  the  lesson  to  be  drawn  from 
the  fact  that  it  now  costs  the  taxpayers  of  the  state  two  dol- 


44  INAUGURATION  ADDRESSES 

lars  for  the  care  of  the  unfortunates  in  the  state  peniten- 
tiary and  the  state  asylum  as  compared  to  one  dollar  for  the 
education  of  the  students  in  the  university  colleges  and 
schools. 

It  may  not  be  expected  that  the  people  of  Montana  will 
contribute  more  freely  than  they  now  do  merely  upon  the 
argument  of  presumed  or  intangible  benefits.  One  of  my 
principal  aims  will  be  to  keep  the  state  as  fully  informed  as 
I  am  able  concerning  the  tangible  results  of  the  educational 
and  scientific  work  undertaken  within  the  university.  It 
may  not  be  possible  for  us  to  do  all  that  you  tell  us  to  do. 
We  shall,  however,  try  to  tell  you  all  that  we  do.  For  my 
part,  I  am  satisfied  to  trust  the  cause  of  the  proper  support 
of  the  work  of  the  university  to  the  court  of  public  opinion 
that  has  had  a  fair  chance  to  be  informed  of  the  facts  of 
the  case. 

THE  UNIVERSITY  AND  THE  DAILY  LIFE  OP  THE  PEOPLE. 

There  is  suggested,  in  a  single  and  characteristically 
concentrated  expression  of  Cardinal  Manning,  the  complete 
underlying  worth  of  such  an  institution  as  the  University  of 
Montana.  "A  university  training,"  said  he,  "is  but  the  great 
ordinary  means  to  a  great  but  ordinary  end." 

We  of  this  western  continent  have  come  to  accept  the 
university  maintained  by  the  state  as  the  ordinary  means  to 
the  great  and  ordinary  ends  of  transmitting  human  culture 
from  one  generation  to  another,  of  training  civic  leaders  and 
professional  experts,  and  of  extending  the  boundaries  of 
knowledge  and  truth.  The  university  of  the  state  has  been 
charged,  more  than  any  other  single  institution,  with  the 
moral  and  intellectual  moulding  of  the  men  and  women  who 
are  to  be  the  burden-bearers  in  the  vanguard  of  civilization. 
It  is  the  training  ground  for  the  guardians  of  the  new 
political  covenants.  Society  expects  it  to  send  forth  its 
physicians,  teachers,  preachers,  lawyers,  engineers  and  those 
who  constitute  the  framework  of  our  dynamic  citizenship. 
More  than  these,  for  there  has  been  demanded  that  this  uni- 
versity continually  push  outward  the  frontiers  of  human 
knowledge,  that  it  constantly  test  the  measures  of  truth  to 
the  end  that  the  path  of  human  progress  might  be  broader 
and  safer.  The  agricultural  experiment  stations  of  our  agri- 
cultural colleges  are  the  most  familiar  illustration  of  the 
latter  phase  of  university  activity  and  responsibility.     These 


UNIVERSITY   OF   MONTANA  45 

have  been  the  great  but  ordinary  ends  for  which  the  uni- 
versity has  served  as  the  great  but  ordinary  means. 

To-day  an  attempt  is  being  made  to  cause  the  uni- 
versity of  the  state  to  become  the  great  and  extraordinary 
means  for  attaining  the  great  and  extraordinary  ends  of 
penetrating  and  influencing  the  conditions  and  standards  of 
life  of  those  whose  circumstances  do  not  bring  them  within 
the  field  of  the  direct  and  customary  influences  of  higher 
education.  This  latter-day  project  has  gone  forward  so 
rapidly  that  the  greatest  of  the  educational  issues  of  the 
modern  state  is  to  devise  and  to  discover  ways  and  means 
whereby  its  system  of  education,  and  in  particular,  its  uni- 
versity may  be  enabled  to  render  a  direct  service  to  all  the 
people  for  the  betterment  of  their  daily  life. 

The  timeworn,  though  still  popular,  conception  of  a  uni- 
versity as  a  group  of  ivy-covered  collegiate  buildings  within 
whose  sacred  precincts  a  favored,  exculsive  few,  were 
sheltered  during  their  initiation  into  the  secrets  of  higher 
branches  of  learning  is  being  rapidly  modified.  A  cynical 
American  has  recently  said  that  a  university  was  a  place 
where  no  money  was  ever  made,  where  no  one  ever  did  any- 
thing worth  while,  and  if  he  did,  the  remainder  of  his  days 
were  spent  in  proving  that  he  did  not  do  it.  Such  an  opinion 
suggests  the  Johnsonian  comment  upon  the  definition  of  a 
lobster  a  "red  fish  that  walks  backwards."  "A  very  good 
definition,"  retorted  Johnson,  "save  that  a  lobster  is  not  a 
fish,  is  not  red,  and  does  not  walk  backwards." 

The  university  that  truly  belongs  to  this  century  is 
concerned  with  the  education  of  the  all  inclusive  many  in  all 
of  those  branches  of  learning  for  which  effective  agencies 
do  not  already  exist.  It  must  pioneer  in  the  outreaches  of 
the  expanding  territory  of  public  education. 

Those  many  new  forms  of  educational  activity,  now  be- 
ing widely  undertaken  by  the  American  state  colleges  and 
universities,  and  aptly  designated  as  "service  to  the  state," 
do  not  represent  any  revolutionary  or  Utopian  ideal  of  public 
education.  Service  to  the  state,  in  some  of  its  manifold 
forms,  was  clearly  in  the  consciousness  of  those  who  founded 
the  typical  American  universities.  No  other  motive  could  have 
dominated  their  development;  no  other  purpose  could  have 
prompted  their  continued  generous  public  support  and  over- 


46  INAUGURATION  ADDRESSES 

sight.  The  character  of  university  service  is  changing  be- 
cause the  needs  of  the  modern  state  are  changing. 

The  present-day  service  movement  is  distinguished  by 
its  extent  rather  than  by  its  intent.  The  broadening  con- 
ception of  the  functions  of  all  popular  education — especially 
in  the  elementary  and  secondary  stages — accounts  largely  for 
the  new  meaning  of  university  service.  Service  to  the  state 
is  no  longer  a  matter  of  choice  on  the  part  of  public  schools 
and  universities,  if  by  such  service  is  meant  the  constant 
search  for  the  obstacles  to  the  general  social  betterment 
and  the  devising  of  measures  for  the  overcoming  these  obst- 
acles. It  is  the  affair  of  the  state  to  require  that  such 
service  be  rendered,  to  the  end  that  the  people  of  the  whole 
state  may  receive  daily  dividends  from  that  knowledge,  ability 
and  opportunity  which  they  have  capitalized  in  these  in- 
stitutions ;and  from  these  dividends  to  secure  for  them- 
selves a  sounder  physical  life,  a  better  economic  order,  a 
surer   political    progress    and    a    higher    ethical    satisfaction. 

The  economic  service  that  has  been  found  possible  to 
the  farming  classes  through  the  agricultural  colleges,  and 
the  rapidly  developing  agricultural  extension  service,  must 
be  duplicated  for  the  commercial  and  industrial  classes. 
A  single  suggestive  illustration  is  permitted.  Excepting 
agriculture  more  individuals  are  dependent  for  a  livelihood 
upon  retail  buying  and  selling  than  upon  any  other  activity. 
As  yet  the  scientific  study  of  retail  distribution  has  scarcely 
been  touched.  The  little  that  is  known  is  known  to  but  few. 
Here  then  opens  up  a  great  new  field  of  state  service  for 
the  people  of  Montana  to  the  end  that  the  present  excessive 
wastage  of  effort  and  resources  may  be  conserved.  The 
responsible  relation  of  the  state  system  of  higher  education 
to  agriculture  has  been  clearly  defined.  The  responsible  re- 
lation of  the  university  to  commerce  has  yet  to  be  marked 
out. 

This  new  service  includes  more  than  disseminating 
information  to  the  mass  of  the  people,  and  more  than 
stimulating  individual  interest  t  o  self -advancement. 
Above  all,  it  demands  consideration  of  political  problems. 
In  a  day  like  ours  when  every  economic  question  is  be- 
coming a  political  question,  every  political  question  becomes 
an  opportunity  for  the  highest  educational  service.  The  uni- 
versity that  makes  its  wisdom   serve  itself  alone   is   guilty 


UNIVERSITY   OF   MONTANA  47 

of  policy.  The  university  that  makes  its  wisdom  serve 
itself  and  the  people  of  the  state  has  assumed  a  rightful 
political  obligation.  The  university  of  that  state  that  does 
not  undertake  a  scientific  study  of  political  problems  to-day 
is  out  of  the  current  of  life. 

In  the  past  the  ebb  of  energy  has  been  from  the  state  to 
the  university.  To-day  the  flow  is  from  the  university  to  the 
state.  This  means  the  concentration  of  institutional  effort 
for  the  enlargement  of  opportunity,  not  for  scholars  ?nd 
students  alone,  but  for  the  combined  citizenship  of  the  com- 
monwealth. The  two  great  hungers  of  mankind,  the  hunger 
for  food  and  the  hunger  for  truth,  will  enter  into  the  educa- 
tional scheme  of  the  new  state  universities  that  consider 
themselves  great  and  extraordinary  means  for  great  and 
extraordinary  services. 

As  chancellor  of  the  university,  I  will  not  consider  that 
I  have  served  the  full  purpose  of  my  office  until  the  vast 
majority  of  the  people  of  Montana,  of  whatever  class  or  oc- 
cupation, come  to  feel  freely  that  their  university  is  a 
worthy  agency,  ever  at  their  disposal,  for  aiding  them  to 
meet  the  needs  that  determine  the  happiness,  the  satis- 
factions and  the  ideals  of  their  lives;  until  there  is  firmly 
established  among  students  and  teachers  the  principle  that 
work  makes  education  possible,  education  must  in  turn  make 
work  possible. 

Montana  claims  the  title  of  the  Treasure  State.  Her 
treasures,  up  to  now,  have  been  treasures  stored  by  nature. 
More  and  more  the  wealth  of  to-morrow  must  be  searched 
for,  not  in  placer  gulch  or  on  mountain  sides,  not  in  the  fer- 
tile field  or  horizon-bound  plain,  but  in  the  strivings  and  the 
ideals  of  those  to  whom  the  state  must  look  for  social  and 
political  leadership.  We  have  a  nature-made  state.  Our 
wealth  has  made  our  men.  More  and  more  we  are  to  be 
a  man-made  state.  Our  men  must  make  the  wealth  of  our 
state  of  the  future.  The  chief  business  of  the  university 
is  to  make  such  men  of  wealth. 
Ladies  and  Gentlemen: 

Prom  this  hour,  I  lay  claim  to  the  privileges  and  respon- 
sibilities of  Montana  citizenship  with  you.  Henceforth,  if  you 
permit,  I  am  of  our  university.  Henceforth,  if  you  permit, 
I  am  for  our  Montana. 


48  INAUGURATION  ADDRESSES 

In  return  for  the  commission  I  have  accepted  I  ask, 
for  myself  and  my  fellow  teachers  and  students,  opportunity ; 
an  opportunity  to  serve  the  people  and  the  youth  of  this 
state.  I  call  upon  you  to  safeguard  us  and  the  supremely 
important  interests  you  have  committed  to  our  care  from 
those  persistent  enemies  of  all  public  good — personal  and 
petty  selfishness;  partisan  and  political  narrowness.  I  shall 
match  your  confidence  with  my  courage ;  your  sympathy  with 
my  skill;  your  patience  with  my  power;  that  there  may 
exist  in  this  imperial  state  of  Montana  a  university  which 
reflects  the  genius  of  our  people  for  the  service  of  mankind. 


